No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this study was to examine the possible effects and relationships among life change events and acceptance of disability, social assets, and health status. The subjects of this study were 80 physically disabled college students at The University of Arizona, Pima Community College, and Arizona State University. The subjects were administered the College Schedule of Recent Experience, a Social Assets Scale (SA), the Acceptance of Disability Scale (AD), and a health index. Completion of the health index form was conducted through personal interview. The data were analyzed by means of several statistical procedures. The Pearson correlation coefficient was used to examine relationships among the variables. Analyses of variance were conducted to test for significant differences in health outcome between low and high scoring students in life change, acceptance of disability and social assets. Stepwise multiple regressions were carried out to examine the predictive ability of the variables for AD and health outcome. T-tests of means were used to explore differences between students with acquired disabilities and students who were congenitally disabled. In general, the results of the study indicate that life change relates positively to health outcome of physically disabled students. Neither acceptance of disability nor social assets relates strongly with health outcome measures.

This study focused on a single alternative school program with a strong outdoor component and featuring a theoretical and practical orientation very much concerned with personal relationships. Data were sought regarding this program with the intent of developing possible formats for alternative school programs. The case study approach was employed to gather and report data. It permitted the investigator to observe, interact, and record the multiple phenomena. The Theory of Personal Process was the framework utilized to observe the relationships between student and teacher. This theory was made up of five key words: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. The study detailed the personal school relationships of the students and teacher. The investigator, as participant/observer, was the instructor of each of the five students. The investigator maintained records of interaction with the students. Furthermore, he had access to journals, term papers, and other written materials produced by the students. Each case study was presented as a specific phase of the alternative school. A specific student was described as he interacted with others in that phase of the program. The description of the student's relationship with the teacher was also correlated to the Theory of Personal Process. Optional formats for alternative school programs were developed from the case studies. The program featured the following phases: (1) Orientation, (2) Group, (3) Outdoor Experiences, (4) Classroom, (5) Creativity, and (6) Community. The key to the success of each phase was determined to be the relationship between the teacher and student. This relationship fostered a support basis for the student which, in turn, provided the necessary freedom to learn. The school was not so much an educational unit as it was a social unit, a "family."