This study examines the relationship between whether the level of independence a first-grade age child was permitted at home influenced his social behavior at school.

This problem developed in a class dealing with sociometry. The class created a new sociometric scale and gave it to several groups of children. The need for statistical information on the reliability and the validity of the scale became apparent, but was beyond the scope of the course. In order that future classes, or other groups, could feel free to use this scale, and could rely on the results obtained from it, this study was made.

Past research indicates that social rejection predicts a wide range of psychological problems (e.g., depression), but laboratory studies examining self-reports of negative affect after social rejection have reported inconsistent results. Salivary cortisol was measured before and after a social rejection/acceptance manipulation for objective assessment of psychological distress subsequent to peer rejection. Rejected participants were predicted to show significantly greater salivary cortisol than accepted or control participants. The present research also examined several factors that may moderate the relationship between acute rejection and cortisol. As predicted, rejected participants exhibited significantly higher cortisol than accepted or control participants. Defensiveness moderated the relationship between rejection and cortisol; highly defensive rejected participants showed significantly lower cortisol than less defensive rejected participants after peer rejection. Results indicate that social rejection causes psychological distress, but highly defensive individuals appear to be less susceptible than less defensive individuals to increases in salivary cortisol after acute social rejection.

Teaching styles used by educators throughout the world are diverse and complex, resisting simple comparisons between large groups, such as countries. To allow easier comparisons, data from the Teaching and Learning International Study (TALIS 2013) were applied to construct a picture of an “ideal educator” in each of eight countries: Australia, The Czech Republic, France, Japan, Latvia, Mexico, Singapore, and The United States. Principles of social acceptance and teacher self-efficacy were applied to teachers in each country in order to construct this ideal educator paradigm: first testing for (and finding) correlation between social acceptance and teacher self-efficacy, and then finding educators who were above average in both social acceptance scores and teacher self-efficacy scores in order to separate out a group of elite teachers from the general sample. Both linear regression and comparisons of median scores were employed to examine differences between countries. Scores revealed that each country displayed a distinct mix of Grasha’s Teaching Styles allowing for a simple comparison of teaching styles between countries.

A majority of research regarding disruptive behavior disorders in youth has focused primarily upon Caucasian children and adolescents. As a result, more investigation of the unique characteristics of youth from ethnically diverse backgrounds, particularly those from Hispanic American and African American backgrounds, is needed (Balls Organista, Organista, & Kurasaki, 2003). This study investigated the relationships between several characteristics (e.g., ethnic identity, socioeconomic status, social acceptance, and emotional and behavioral symptoms) of early adolescents belonging to diverse ethnic groups. Results suggested that socioeconomic status and degree of early adolescents' social acceptance were important factors in predicting the development of internalizing and externalizing behavior problems in this age group. Additionally, perceived social acceptance moderated significantly the relationships between SES and depression, anxiety, and self-concept. Considering these results, useful treatments may be developed that enhance early adolescents' abilities to assess realistically their own social skills and interact appropriately within different social spheres. Increased self-appraisals of acceptance within social situations may modify negative effects (e.g., higher reports of anxiety and depression) of extreme socioeconomic circumstances, particularly for early adolescents experiencing low-income or poverty conditions within their family and/or their community.

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The purpose of the study was to compare the social acceptance of the Negro and white children in the second, fourth, and fifth grades of the Demonstration School associated with the North Texas State Teachers College and the Fred Douglass Negro School, Denton, Texas, and to record the extent of change over a period of time.

Local opposition has been widely recognized as a potentially powerful barrier to the successfuldevelopment of wind power projects. As a result, there has been increasing pressure put on industryproponents to adopt comprehensive strategies aimed at increasing local acceptance. The concept ofbenefit sharing is becoming more widely recognized as an effective method of doing so.A comparative analysis of wind power projects throughout Europe has demonstrated considerablevariability both in terms of the quantities and qualities of benefit sharing mechanisms applied. Despitethis variability, however, there does appear to be a tendency toward establishing community funds tosupport certain initiatives in the host locality. Developers have also offered local ownershipopportunities, electricity price reduction for community members, knowledge sharing and/oreducational initiatives, local employment opportunities, and some have undertaken extensiveenvironmental restoration or enhancement projects. The key factors influencing the development of abenefit sharing strategy are the national context, the organizational competencies of the developer andthe local context. Careful consideration of these factors will inform the creation of an effective benefitsharing scheme.However, the application of a benefit sharing scheme in itself does not guarantee acceptance, but rathermust be integrated with effective public engagement and participation in decision making throughwhich the needs, wishes and demands of the host community are addressed and incorporated into theproject details, where possible. Overall, based on the influences of the national context in combinationwith the specific competencies of the developer, organizations are recommended to adopt formalized,yet flexible policies or strategies for benefit sharing in each country where they operate, which can thenbe adapted to the unique circumstances of each project and community.

The problem of this study was to determine whether group interaction can bring about change in sociometric status, self-concept, and perceived group characteristics with respect to nursing personnel.