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The third volume of a series on child variance discusses delivery systems that service emotionally disturbed children, including educational, legal-correctional, mental health, social welfare, religious, and counter-cultural institutions. Each type of institution is described extensively in terms of the history of its delivery systems in the United States; its current organization and operating principles; and the way in which it handles children in a fictional, typical community (Noah). Examined are such historical developments as the growth of public school involvement circa 1915-1946, the evolution of an independent juvenile court apparatus, the emergence of mental asylums in the Jacksonian era, and the antecedents of American colonial poor relief. Subtopics considered in relation to the structure of various service delivery systems include client population; personnel; programs, facilities, and intervention techniques; informational resources; power and political structures; and patterns of interaction with other systems. The roots of counter institutions (for example, free health clinics and communes) are examined in the context of historical radicalism, cultural rebellion, trancendentalism, and Bohemianism. The authors stress the importance of client focus (through cooperative interdisciplinary professional efforts to provide improved service), of advocacy for the whole child (rather than emphasis upon particular services provided by individual agencies), and of the need for schools to fulfill central roles as clearinghouses for clients of alternative systems. References are listed at the end of each major section. (LH)

This paper provides a brief review of the workshop held by the Human Resources Research Organization in March 1974 to acquaint mental health consultants with the procedures and instruments that have been developed to aid them in planning indirect services with schools. Among the specific objectives were: To disseminate information about the recently developed research products in a timely manner; to provide training in the use of the procedures and instruments; to prepare two mental health consultants in each of the selected areas as resource persons for others in the region who plan to use the methodology; and to obtain a critique of the procedures and instruments. The selection of participants was in three stages in order to have people with considerable experience in program oriented consultation with schools. The procedures and instruments developed were intended to: (1) provide the consultant with a broad range of information about the school; (2) enable the principal to organize his knowledge of and perceptions about problems in his school; and (3) provide systematic procedures for the principal, staff members and the consultant to obtain a comprehensive picture of the needs and problems of the school. (Author/NG)

Presented in this resource guide for teachers of mentally retarded children in grades 1 - 12 are objectives, suggested activities, and materials to be used in subject areas of arithmetic, language arts, social living, transportation, physical and mental health, safety, and use of leisure time. The objectives, suggested activities, and materials are usually organized sequentially according to the following levels: preacademic, primary, intermediate, prevocational, and vocational. The following are arithmetic skills specified for levels: facts and processes, money, time, and measurement at preacademic through intermediate levels; reading/writing numbers and measuring/counting skills at the prevocational level; and activities such as computing costs of utilities from utility bills at the vocational level. Skills focused on in language arts are speaking, listening, writing, visual discrimination, vocabulary, comprehension, and reading at preacademic through prevocational levels; and listening, spelling, and oral and written communication at the vocational level. The following are among activities offered in the other five subject areas: setting up a classroom bank with play deposit slips for learning how to save (preacademic and intermediate levels) in the area of social living and management of materials; developing a skit on bus manners (vocational level) in the area of transportation; playing a circle game (primary level) to learn physical and mental health; playing games with a miniature traffic light (preacademic level) to demonstrate safety; and assisting in a neighborhood service center (vocational level). (MC)

This field study was undertaken to investigate the relationship between the level of counselor self-actualization and student evaluation of the guidance program. The sample included counselors in 23 Ohio high schools who completed "Shostrom's Personal Orientation Inventory" (POI) and their respective 11th grade students who completed "Wysong's Guidance Program Evaluation Student Survey" (GPES). Selected scores on the POI and GPES were correlated. Guidance programs which received a high rating by students tended to be administered by counselors who received high scores on the POI. It is suggested that counselor sex, age, and type and extent of graduate training should also be correlated with student evaluation of the guidance program. Recommendations for future research are made. (Author)

Discussed are current and proposed Georgia interagency programs for delivering mental health services to behaviorally disordered (emotionally disturbed-socially maladjusted) children through age 21 years by 1976. Considered in a brief overview of state programs are services (such as the Georgia Psychoeducational Center Network) for elementary and secondary school students, public and private residential facilities, and university training programs for special education teachers and mental health professionals. Among public school delivery models cited in section 2 are the Thomasville Learning and Resource Center, which stresses a learning disabilities approach, and the Cooperative Educational Services Agencies (CESAs), which operate shared services in rural areas. Special public school projects described in section 3 include the Pioneer CESA Special Education Leadership Services Division (one of 16 CESA units providing support to local school systems) and the ALPINE Center Project, which provides services to severely disturbed children. Explained in section 3 are the Georgia Psychoeducational Network and its utilization of a developmental therapy system. Sections 4 and 5 feature community youth services for juvenile offenders and an outdoor therapeutic program. An overview of training programs for teachers of behaviorally disordered children is given in the final section. (LH)

Over a period of three years, the National Consortium for Humanizing Education worked with teachers and students in two states to test hypotheses drawn from a model in which student outcomes (including good mental health) were seen as the results of a learning process occurring between individuals rather than as the product of an institutionalized situation. In this model, mental health is assumed to be learned in much the same way that other capabilities are learned; that is, as the result of an interdependent interpersonal interactive process. The goal of the applied research program was to devise, demonstrate, and document Interpersonal Skills Training for Teachers. This summary document presents an overview of the total project, and discusses 15 basic studies. Conclusions from each of the studies indicate an over-all effectiveness of the Interpersonal Skills Training for Teachers. (Author/PC)

The second in a series of bibliographies lists approximately 350 instructional materials for use in mental health education. It is noted that all of the materials listed were suggested by teachers after careful screening, including evaluation with handicapped children. Materials are grouped according to the following media forms: books (the major portion of the document), articles, book/record combinations, films, filmstrips, periodicals, photographs, records, study prints, and transparencies. Each entry contains the following information: title, length, producer/distributor, recommended chronological and mental age range, date, a brief abstract, and reading level (when appropriate). Materials span a variety of topics and ability levels ranging from "Helping is a Good Thing" (a record for 4- to 8-year-olds) to "War Crimes and the American Conscience" (a book for 15- to 21-year-olds). Names and addresses of distributors are appended. (LS)

This paper develops the premise that there is today a new "child" in our culture developed in response to expectations of daily functioning, family relationships, societal status, economic level, medical illness, emotional needs, and financial management. This new "child" is a person who has usually passed the age of 65, and has found that the world no longer relates to him on an adult level. The purpose of the paper is to document the above premise and to suggest an alternative approach. In order to adequately do so, cases referred to the Social Services Department of the New England Memorial Hospital, Stoneham, Massachusetts, have been categorized on a random basis during the past year. The categorization has followed the areas detailed above. Of these an example has been chosen to illustrate the points made. Case studies, well disguised, are presented as an illustration of the topic area. Inherent in each of these case presentations is a clear indication of the methodical, often unconscious, way that the health and mental health professional and paraprofessional contribute to the process of turning a self-managing senior adult into a dependent and, often, neurotic "child." (Author)

For potential grant applicants and for the general public, the booklet describes the programs of the six Public Health Service agencies in the American health care system. Each program is described concisely in terms of: its purpose and legal basis; applicants' eligibility for grants and the basis for their award; the special requirements made of applicants; and instructions for applications. The programs are presented by agency: the Alcohol, Drug Abuse, and Mental Health Administration (ADAMHA), which deals with the sociomedical proglems of alcohol abuse, drug abuse, and mental illness; the Center for Disease Control (CDC), which leads the national attach on communicable and vector-borne diseases, and works to control many other, noninfectious conditions; the Food and Drug Administration (FDA), which is the nation's first consumer-protection agency; the Health Resources Administration (HRA), responsible for health planning, manpower training, and research and evaluation of health resources and needs; the Health Services Administration, (HSA), whose goal is to improve the delivery of health services; and the National Institutes of Health (NIH), which conducts and supports basic research, research training, and biomedical communications. (Author/AJ)

The author discusses some of the conflicts now facing professionals, particularly those who work with children in the mental health field. He focuses on three conflict areas: the enormity of the task, the best method or theory involved in problem solving, the counselor's need to rehabilitate the patient vs. the need for social changes. The author concludes, however, that despite these conflicts, child mental health workers are moving into a progressive and more enlightened era. (HMV)

Presented are 20 author contributed papers on the status of deaf persons, their needs, and innovative procedures developed to meet those needs, and reported are research and demonstration activities in the field of deafness. Among topics covered in the papers are: economic factors in deafness, training needs of rehabilitative personnel serving deaf persons, technical-vocational education, multiply handicapped deaf persons, mental health services, implications of recent court decisions and legislation, counseling, community services, adult services, telephonic assistance devices, and vocational evaluation. In the second half of the document, lists and descriptions are provided of research and projects such as those of the Rehabilitation Services Administration, centers on deafness (such as the Deafness Research and Training Center in New York), the Office of Education (including professional training programs and captioned films services), the Health Services Administration's Maternal and Child Health Program, and programs under the National Institute of Education. Other programs reported include those of the National Institute of Neurological Diseases and Stroke, the National Center for Health Statistics, the Army Audiology and Speech Center, and the Deafness Research Foundation. (LS)

The report deals with the needs of all children as well as emotionally disturbed children. It outlines problem areas and makes some recommendations. Criteria and guidelines for proposals dealing with services for emotionally disturbed children and adolescents also appear. Symptoms often seen in children and adolescents are described in commonly-used terms. Treatment is suggested according to the severity of the condition. The first quarterly report of the Maryland Data System for the Handicapped is discussed. Regional estimates of needs of emotionally disturbed children and services available are indicated. A summary of the Maryland Department of Education's programs and plans for handicapped children is given. (Author)

The treatment and care of the mentally ill and developmentally disabled is now and has been the subject of volatile public debate. This paper is the result of an attempt by the Illinois Department of Mental Health and Developmental Disabilities to reorient public focus to concentrate on the major issues involved in delivering effective treatment and care. The department felt that if its motives, policies, plans, and actions were laid out and examined in a rational context, mental health participants in Illinois might join with the department in addressing, positively, the development and delivery of the most effective service. The paper is a description and an examination of the status of mental health and developmental disabilities in Illinois. It is not a plan for action, nor does it contain recommendations. (Author/PC)

The collection of program summaries is organized according to the six primary program categories represented in Continuing Education Training Programs: (1) physicians, (2) psychiatrists, (3) behavioral scientists and allied professionals, (4) nurses and related personnel, (5) social workers and related personnel, and (6) interdisciplinary training. The summaries are presented in alphabetical order, by institution or organization, within each of these major categories. Each summary provides the name of the project director, the name and address of the sponsoring organization, the National Institute of Mental Health training grant number, and the span of years during which grants were awarded by the continuing education branch. Each summary describes the program's objectives, background, content, trends, objectives, participants, and an evaluation. (MW)

The study examined the Personal Orientation Inventory (POI) scale factor structure using as a population 397 young adults (average age 26) members of rural disadvantaged families of average intelligence attending the Mountain-Plains program. The factor structure was compared with that of a similar study of college students. Tables show factor loadings for 12 POI scales for both studies and partial correlation matrixes for the POI scales characterizing the three factors. Findings indicate that dimensions of positive mental health do not seem to differ markedly between college students (a young population heavily weighed with advantaged persons) and Mountain-Plains students (an older population that is 100 percent disadvantaged). The findings of highly similar factors in the two studies is of particular importance to persons working with populations dissimilar to the largely collegiate group which has been the predominant focus of POI research. Persons dealing with other ages and social classes can now more confidently use the POI. A POI scale intercorrelation matrix for the 397 students and POI scale description are appended. (Author/NH)

Little empirical study has been done on the efficacy of the variety of psychological approaches used to treat depression. The author reviews theoretical points of view: psychoanalytic, cognitive and behavioral, and constructs an experimental design to compare the relative effectiveness of cognitive therapy, assertiveness training and insight orientation. Thirty-three moderately depressed women subjects were pretested and completed six sessions according to the plan. Followup interviews indicated women in the assertive and cognitive groups felt better in mood, ability to cope, and relationships with others. Post treatment inventories showed no differential effect of the treatments. (SBP)

The emphasis of this NIMH report is to improve our understanding of the origins of violence and to suggest ways of acting on that knowledge to reduce the incidence of crime and violence in American society. Also included in this volume are details of work aimed at reducing the toll of such problems as alcoholism and suicide among our citizens; a new approach in treating alcoholics; and efforts to understand and prevent adolescent suicides. Avenues for reducing the effects of cultural deprivation are explored in a study of young children from disadvantaged families. New efforts designed to meet the special mental health needs of Americans in contrasting settings--urban and rural--are also described. This volume also contains reports of the Institute's continuing efforts in basic biological and behavioral research--efforts aimed at helping to understand, for example, the genetic bases of mental illness, and the neurophysiological background of man's intellecutal and emotional functions. (Author/NG)