Counseling with teachers on the sexual acting-out of disturbed children

This paper discusses the complicated task of counseling with teachers in the schools on the sexual acting-out of emotionally disturbed children. Clinical case material is presented to illustrate the meanings and motivations children have subconsciously applied to various types of sexual behavior. The material for discussion is divided into behaviors that are sexual acting-out toward self and sexual acting-out toward others. The final section of the paper proposes some guidelines that can be used constructively when discussing this problem with teachers in the school setting.     

Strategic Planning: From Training to Performance Technology Within Three Years

Many corporate Human Resource Development (HRD) department staff are type-cast as trainers. They have tried to become human performance technologists and have found it difficult to accomplish. This article describes how developing and implementing a set of strategic plans guided one HRD department through its evolution from delivering conventional training to delivering multiple performance improvement interventions. It will show how projects were selected, developed, and managed over a three-year period to meet the customer's critical business issues and the HRD department's strategic plan.     

The First Mile

This article argues that the current universal service policies fail to appreciate first-mile issues, that is, how connectivity looks, feels, and behaves from the subscriber's perspective. For individuals and households, connectivity is not just merely a stretch of wire but an important connection that takes them out to a broader world, encapsulating network interface devices, the software, and training, as well as incentives to create content and contribute to the community. Universal service should represent the sum total of the capabilities that extend users into the networked nation, rather than just a "last-mile" collection of vendor-related concerns and constraints.     

Changes in Child-Teacher Relationships in a Therapeutic Preschool Program

The purpose of this paper was to examine the processes and outcomes of teacher-child attachment relationship formation in a therapeutic preschool. Although the average child did not form a secure teacher-child attachment relationship, as a group and over time children became more secure in their teacher-child attachment relationships. Children who were least secure, most avoidant, and most resistant in their initial teacher-child relationship were the children who moved the most rapidly towards security. Children who moved the most rapidly towards security were the least resistant, and most likely to seek comfort within their teacher-child relationships by the final data collection point.