Harmony is found between a specific area of professional family life literature and the results of several surveys from within a particular metropolitan area. Revealed is a teacher inadequacy to the task of family life education in the primary and secondary schools. Deterrents are found to be a lack of both pertinent knowledge and skill. Having shown consensus that the stated problem exists the further purpose of the thesis is to propose an aid to its remedy. Three factors require attention. Teachers need additional information from both the social and physical sciences. They need an opportunity to become aware of inhibiting attitudes. Lastly, teachers need experience in creating a dialogue-centered classroom. An in-service teacher education program in family life education is proposed to modify deterrents to teacher adequacy. The proposed program stresses the application of sociological concepts to the mode of conducting the sessions as well as to its content. The resulting kind of education program provides an environment which both stimulates and nurtures readiness for learning. Communication is found to be basic to human interaction and therefore also to human development. It is through the communicative process that teachers-in-service are assisted in becoming aware of their relevant attitudes. At the same time, communicative skills are developed. Concurrently an analytic frame of reference is encouraged through the suggested materials and their use. Care is given in selecting a wide range of types of materials representing contrasting social psychological views. Recognizing the difficulty of maintaining objectivity while discussing potentially emotion laden topics a sociological tool is suggested. Purpose of the tool is to both assist in analysis of materials and to encourage objectivity. Following an accounting' of purposes and goals of the in-service program, techniques are given for its implementation. The program itself consists of ten sessions. Each session 'has a separate topic accompanied by suggested materials. Topics are chosen in order to first lead the teacher-in-service toward an analytical approach to family life materials. Further, teachers are encouraged to seek out frames of reference used in writings on human development. Through discussion teachers will become an active part of the material under study. Several of the sessions are concerned with pertinent aspects of the social institutions of family, religion, education and economics. In addition extensive consideration of physical aspects of human development and their social implications is given. Social change as it is related to the family and male and female roles is important. This emphasis is entirely in keeping with the social psychological frame of reference in which the entire study is placed. Through implementation of the described in service program the deterrents to teacher adequacy to the family life education task may be modified.

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This study investigated the effects of a short-term in-service training program for rehabilitation practitioners. Specifically, cognitive, attitudinal, and behavioral changes were measured. Also examined with respect to the observed changes were the effects of age, sex, education and other variables. Significant information gain was made by the participants of the training program in comparison with the control group. When the program participants reported their attitudes, no significant difference was found between them and the control group. Judging from the supervisors' ratings, the participants of the program seemed to benefit significantly in terms of information gained, attitudes changed, and placement behaviors exhibited. There was a significant positive correlation between the age of an individual and his or her positive attitude change. The higher the level of education of an individual, the more positive the attitude change that occurred, and the less the amount of dogmatism that was measured. Persons who had been trained in the nonhelping professions showed more positive attitude change than those who had been trained in the helping professions. The questionnaire, answered anonymously by the trainees, indicated that virtually all of them found the training program very worthwhile. When the trainees rated their own perceived change after the training program (on a scale of "none," "slight," "moderate," "much," or "great") the group averaged "moderate" or more change in information, attitude, and behavior, and "much" change in motivation. It was concluded that the training program was effective in advancing the academic achievement of the participants. Judging from the supervisors' ratings, participants benefited significantly in terms of professional growth. The participants were supportive to the training program and expressed the belief that it was of value.

this investigation dealt with the problem student actors confront in making a transition from educational to professional theater due to inadequate or insufficient training. A mail survey was conducted with 110 Equity stock theaters to determine whether or not those theaters serve an internship function to offer additional training and assist the beginning actor in his transition period. The introduction considers professional attitudes toward educational theater and the subsequent need for internship. The second and third chapters discuss the construction of the mailed questionnaires and the more significant responses. The last chapter concludes from the 57.3 per cent response that Equity stock theaters constitute an important but limited source for the student actor to learn and practice the arts of the theater.

Nurses teach to maintain health and prevent disease. Rapport and good communication skills are especially required when teaching such sensitive subjects as prevention of sexually transmitted diseases, including acquired immune deficiency syndrome (AIDS). Neurolinguistic programming (NLP) is a communication technique that proposes to enhance rapport. Rapport is enhanced by the use of a combination of verbal and nonverbal techniques where the individual is matched and mirrored by the interviewer and verbal communication follows the sensory system most preferred by the speaker. The study investigated the effect of NLP as a rapport builder and teaching technique in one-on-one nurse-client teaching transactions including client satisfaction with the relationship and retention of knowledge of AIDS prevention information. A quasi-experimental design was used. Volunteer nurses were trained to teach AIDS prevention. Their adult volunteer clients were the treatment group. The control group of clients were taught by the nurses using the basic AIDS prevention curriculum. The two groups were compared according to the results of pre-test/post-test knowledge scores and satisfaction ratings for the nurse teacher. Data was analyzed using analysis of covariance and analysis of variance. There were no statistically significant differences between the two groups. Qualitative A data was collected after the completion of the teaching that supported usefulness of the techniques for teaching. Further studies were recommended. / Ed. D.

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