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Objective: Resilience processes include modifiable individual and family-based skills and behaviors and are associated with better health and emotional outcomes for youth with Type I diabetes (T1D). There is likely heterogeneity among adolescents with T1D based on differing profiles of resilience processes. At-risk adolescents with lower levels of modifiable skills and assets may benefit more from psychosocial skill-building interventions, compared to adolescents who already have strong resilience processes. This article identified whether there are subgroups of adolescents with T1D based on resilience process profiles and assessed differences in glycemic control, diabetes management behaviors, and distress at baseline. It also evaluated subgroups as moderators of the efficacy of a psychosocial skill-building program. Method: Two hundred sixty-four adolescents with T1D (14 to 18 years) were randomly assigned to a resilience-promoting program (N = 133) or diabetes education control (N = 131). Data were collected at seven time points over 3 years and analyzed with latent profile analysis and latent growth curve modeling. Results: There were two subgroups with high-versus low-resilience processes. The low-resilience subgroup exhibited more distress, higher HbA1c, less glucose monitoring, and fewer diabetes management behaviors at baseline. Differences persisted over 3 years. Subgroup membership did not moderate the efficacy of a resilience-promoting program compared to control. The resilience program resulted in lower distress regardless of subgroup. Conclusions: There is heterogeneity in resilience process profiles, which are associated with clinically meaningful differences in distress, diabetes management, and glycemic control. Findings can be used to identify at-risk teenagers and inform a targeted approach to care. [ABSTRACT FROM AUTHOR]

Presents a set of descriptive models for teaching paragraph development in English as a second language (ESL) writing classes based on the "given/new contract," a theory of information distribution developed text linguists. Discusses applications of the models to ESL composition classes, particularly scientific and technical writing classes. (SED)

Extends and replicates the 1948 Soviet study by Istomina that examined the age at which children use deliberate strategies to aid recall and the effect that task context has on remembering. Subjects were 3- to 7-year-old children. Istomina's results were not replicated in this study. (HOD)

Surveyed 145 counseling centers to gather information about the non-counseling-related testing services being offered. Found differences between centers at large and small institutions. Centers at large institutions administered significantly more individual and group tests, had more clerical staff, and generated more income than did centers at small institutions. (Author/NB)

School-based, social problem-solving (SPS) training offers promise both for the prevention and remediation of social maladjustment of disabled children, with emphasis placed on social competence, social skills, and social problem-solving. Strategies for maximizing SPS skills acquisition include repetition, modeling, and role-playing. (CB)

Describes the issues and planning processes that led up to the Third National Conference for Counseling Psychology. Identifies five general areas of the conference: professional practice, public image, training and accreditation, research, and organizational and political issues. Summarizes the background and characteristics of the conference participants. (Author/ABL)

Reports on an experiment, conducted on 63 students of English, which sought to determine whether certain students within heterogeneous population groups can be expected to make significantly more rapid gains than others, and whether scores on a standardized proficiency test can identify students who will make greater or lesser gains. (Author/AM)

Effects of a 52-lesson, class-taught, social-problem-solving training program for third-grade children were assessed. Program children improved more than controls on several cognitive skills, including problem identification, alternative-solution thinking, and consequential thinking as well as on behavioral problem-solving performance. Relationship between problem-solving skill improvements and adjustive gains were not found. (Author)

Describes a 65-item survey developed to assess student needs in the personal, career, and academic areas. Students expressed stronger needs in the career development area. Results indicated a small number of sex and class differences but numerous items where Black students expressed stronger needs than White students. (Author)

Social problem-solving (SPS) skills training addresses primary prevention and competence-building designed to promote children's abilities to resolve interpersonal conflicts, and their adjustment. The Rochester SPS training program for second- to fourth-grade students is described, attentive to curriculum, structure, and SPS training. (Author/CE)

Evaluated the Primary Mental Health Project (PMHP), a school-based mental health program for the early detection and prevention of school-adjustment problems. Assessed the PMHP's effectiveness by evaluating seven consecutive annual cohorts of children. Results strongly and consistently showed that children seen through the PMHP were judged to have improved in adjustment. (Author/RC)

Advantages of guided fantasy as a counseling technique are presented. Emphasis is placed on the use of guided fantasies in the career counseling of women. Accounts of two fantasies, sex reversal and role stripping, are presented along with briefer descriptions of others. Suggested procedures for implementing fantasy experiences are discussed. (Author)

A closer relationship with teachers might impact students in more academic ways. It is said often that teenagers learn the most from their friends. The author believes that a major part of it is due to the relationships these teenagers have with them. In this article, the author proposes that conflicts with authority are best addressed by forging stronger bonds with teachers and administrators.

Background: Young-adult heart transplant recipients transferring to adult care are at risk for poor health outcomes. We conducted a pilot randomized controlled trial to determine the feasibility of and to test a transition intervention for young adults who underwent heart transplantation as children and then transferred to adult care.Methods: Participants were randomized to the transition intervention (4 months long, focused on heart-transplant knowledge, self-care, self-advocacy, and social support) or usual care. Self-report questionnaires and medical records data were collected at baseline and 3 and 6 months after the initial adult clinic visit. Longitudinal analyses comparing outcomes over time were performed using generalized estimating equations and linear mixed models.Results: Transfer to adult care was successful and feasible (ie, excellent participation rates). The average patient standard deviation of mean tacrolimus levels was similar over time in both study arms and < 2.5, indicating adequate adherence. There were no between-group or within-group differences in percentage of tacrolimus bioassays within target range (> 50%). Average overall adherence to treatment was similarly good in both groups. Rates of appointment keeping through 6 months after transfer declined over time in both groups.Conclusions: The feasibility of the study was demonstrated. Our transition intervention did not improve outcomes. [ABSTRACT FROM AUTHOR]