Philip J. Lazarus

Stroop color‐word test: A screening measure of selective attention to differentiate LD from non LD children

The Stroop Color-Word Test was used to measure selective attention in LD (N = 45) and nonLD (N = 50) children. Results indicated that LD children have a significant weakness in the process of selective attention when compared to nonLD children. On the Stroop, no significant sex differences were noted with nonLD children, although LD boys tended toward greater interference proneness in a trend that approached significance. Findings suggest that the Stroop is a parsimonious and effective screening measure in differentiating LD from nonLD children.

Cross-Cultural Child-Rearing Practices: Implications for School Psychologists

This paper discusses the data base of research in the area of crosscultural child rearing practices. Implications for the practising school psychologist are presented.

Correlation of Shyness and Self-Esteem for Elementary School Children.

98 children were identified as shy based on their self-perceptions and specific criteria related to shyness. These shy children were administered a self-esteem inventory and self-report measures of shyness. A significant correlation of .63 was found between shyness and self-esteem scores which indicated that shyness is related to low self-esteem.

Contemporary Responses to Violent Attacks on College Campuses

In this article, the authors review efforts to increase the availability of crime data to students and parents, utilize security technologies on campus, allow members of campus communities to carry concealed weapons, use criminal or potential shooter profiling, employ threat assessment techniques, and implement emergency response plans to address attacks. Limited or no empirical support exists for efforts to increase the availability of data on campus crime, allow concealed weapons carriers on campus, increase security technologies on campus, and use criminal profiling techniques to identify threatening students. However, support exists for threat assessment procedures, strategies to increase threat reporting, and for emergency management plans. Although it is impossible to rid colleges completely of violence, this review underscores the importance of encouraging all members of the college community to commit to supporting safe, free, and open college communities.

Suicide prevention and youth: recommendations for public policy

States that suicidal behaviour among youth has increased significantly over the past several decades and is now the third leading cause of death for 15‐24 year olds. Addresses public policy issues and the current state research aimed at reducing the incidence of suicide in this age group. Suggests that schools and their systems should do a great deal more to prevent youth suicide and that schools are the logical place to implement effective suicide prevention programmes.

Locus of control of disadvantaged high school dropouts: preliminary data.

Normative data were collected on 197 disadvantaged high school dropouts on the dimension of internal-external control. Findings indicate that this group appears to be external but not markedly so, and a short-term intervention program designed to improve academic and vocational skills did not appear to affect locus of control of 33 subjects.

Five Essential Elements of Crisis Intervention for Communities and Schools When Responding to Technological Disasters

Technological disasters result from human error, negligence, or limitations in perceiving and reducing risk. They are a form of manmade disaster that exerts a devastating effect on impacted individuals, communities, and ecosystems. Because of their negative impacts, technological disasters often erode community connectedness, undermine adaptive coping strategies in victims, contribute to income and social capital loss, result in complicated legal proceedings that can forestall the provision of needed post-disaster resources, and make it difficult for victims to find meaning in their struggles and recover from disaster. However, 5 empirically supported intervention principles may help mitigate some of these negative effects. These include promoting a sense of safety among victims, calming and supporting fearful individuals, engendering a general sense of self-efficacy and collective efficacy, increasing feelings of connectedness, and inspiring hope in discouraged disaster victims. This article discusses the application of these principles, as well as specific ways that they can be applied to support the needs of children, families, schools, and communities impacted by technological disasters.

Use of Sociometric Peer Nominations in Classifying Socially Ignored versus Socially Rejected Chilren

Researchers.have attempted to increase the social skills in young children identified as social isolates. However, a classification system that accurately describes these youngsters has yet to be developed. The authors propose that through the use of the sociometric peer nomination technique socially isolated children can be separated into two classification groups: the socially ignored and the socially rejected. Separating these youngsters into two groups will help researchers obtain more information about the behaviour of these youngsters and will facilitate intervention strategies specifically designed for each population.