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Most teachers are constantly seeking experiential knowledge from other professionals who are engaged in teaching those children who are unable to learn in a regular classroom. The main reason for this search is that these children are not candidates for Special Education and, must be taught "differently" and yet within the curricular framework of their classrooms. This article reports how one school system went about helping its "poor readers." [ABSTRACT FROM AUTHOR]

This study is an outgrowth of a National Collaborative Project concerned with perinatal factors in child development. The focus of the core project, being conducted in 15 collaborating institutions across the United States, is upon physical and medical events that effect the course of pregnancy, experiences in labor and delivery, and the physical well-being of the offspring during the first 5 years of life. Several of the participating institutions are also conducting ancillary studies that are focused upon social and psychological aspects of pregnancy, childbirth, and early development. The present report derives from an ancillary project concerned with the psychological study of emotional factors in pregnancy and from a psychological assessment of the mother and child during the first year of life. [ABSTRACT FROM AUTHOR]

The article focuses on graphic constriction and expansiveness as a function of induced social isolation and social interaction. In previous research, evidence was presented indicating that constriction and expansiveness of graphic expressive behavior co-vary in certain predictable ways with overt indexes of social introversion-extraversion and with general level of emotional disturbance In particular, these studies supported two propositions. Under conditions of low emotional disturbance, overt tendencies toward social extraversion are related to expansiveness in graphic expressive behavior, and overt tendencies toward social introversion are related to constriction in graphic expressive behavior. Under conditions of high emotional disturbance, overt social extraversion tendencies are related to graphic construction, and overt social introversion tendencies are related to graphic expansiveness. Although the evidence obviously was only indirect, it was assumed that constriction and expansiveness of graphic expressive behavior serve as indicators of tendencies toward social isolation and social interaction, respectively.

The article presents information on various research papers on the emotionally and socially handicapped. Many behavioral scientists have their turned attention to the area and numerous publications have resulted prescribing social action for the disadvantaged, the delinquent and the disturbed. Majority of publications on this subject have been prescriptions, subjective descriptions, and clinical case studies. In both the areas of major change there is great promise and great need for scientifically responsible research. No specific definition of the emotionally and socially handicapped has been widely accepted and consequently the figures on incidence vary according to the definition employed. An usually accepted but still controversial belief is that emotionally disturbed children as a group are deficient in school skills, particularly in reading. The evidence for the converse of this is that reading-disabled pupils show more maladjustment than pupils making normal progress, but the belief whether disturbed children are also disabled in school skills remains moot.

The article presents a study on content analysis of the verbal interactions which occurred within five counseling groups. This study attempted to examine somewhat similar areas in groups of relatively healthy individuals. The adolescents were gifted, underachieving ninth grade students in an outstanding four-year high school with considerably better than average counseling services. The verbal interactions of two groups of adolescents and three groups of prospective counselors were analyzed with reference to topic, affect, and client growth. Within the framework of this study and the classification system used, no clear-cut relationship was found between client growth and any of the elements noted above.

The article presents a study The article presents objective-test data on pregnant women late in term. Minnesota Multiphasic Personality Inventory data collected from a homogeneous group of 24 women in the eighth month of their first pregnancy were compared with similar data of the nonnative group. Significant differences were found on 10 of 17 scales used. The findings revealed a low incidence of psychopathology and an absence of subjective distress among the pregnant group.