Bibliotherapy in the classroom: using literature to promote the development of emotional intelligence.

Jan is a bright, enthusiastic 2nd-grade student who nevertheless has trouble making friends and maintaining social relationships. Jan frequently misunderstands others' intentions, and responds by displaying aggressive behavior toward her classmates. In addition, Jan is unable to manage her emotions, as demonstrated through her unpredictable conduct disturbances. These socially inept manners, and the lack of opportunities to learn necessary skills, have led to a perpetual cycle of peer rejection, social isolation, and further difficulties. Ms. Partridge, Jan's teacher, is very concerned about Jan and wants to help her develop more socially competent behaviors. In a conference with Jan's parents, Ms. Partridge discovers that Jan displays the same behavior patterns outside of school.

Our schools are flooded with increasing numbers of students who, like Jan, have socio-emotional difficulties. Such difficulties often are associated with aggression or other overt behaviors (Crick, 1996). This harmful trend is confirmed by the following statistics on youth behavior: every day in the United States, 4,879 children are arrested, 17,297 students are suspended from school, and 6 students under the age of 20 commit suicide (Children's Defense Fund, 2001). In attempting to help students with socio-emotional difficulties, school professionals are searching for ways to promote the skills and cognitive strengths necessary for successful adjustment, both inside and outside the classroom.

Bibliotherapy As an Effective Psychological Tool

Bibliotherapy is a technique that uses literary sources to help individuals resolve complex problems. Historical records from centuries ago point to the longstanding application of bibliotherapy. The people of ancient Greece, for instance, acclaimed the power of literature by inscribing a sign above a library, stating it to be the healing place for the soul (Zaccaria & Moses, 1968).

The first documented use of bibliotherapy as an intervention technique was recorded in 1840 (Afolayan, 1992). In 1916, the term "bibliotherapy" was used in a published article to describe the process of presenting books to medical patients who needed help understanding their problems (Crothers, 1916). Initially, bibliotherapy primarily was used for the remediation of emotional difficulties in adults (Ouzts, 1991). During the second half of the 19th century, the theoretical background and practical applications of bibliotherapy greatly expanded. Presently, bibliotherapy is considered "an emerging strategy that can be used not only for clinical problems but also as a technique for helping children handle developmental needs" (Pardeck, 1986, p. i). To that end, bibliotherapy involves a child reading about a character who successfully resolves a problem similar to the one the child is experiencing.

Currently, bibliotherapy is successfully practiced in a variety of settings. Religious teachers and advisers rely upon sacred texts to guide the spiritual and emotional health of communities. Clinical psychologists, counselors, and librarians often assign literary resources to help individuals with psychological needs. Health professionals frequently provide books, leaflets, and case-study brochures to help patients cope with emotional stress associated with office visits or surgical procedures. In addition, interest is growing in the use of bibliotherapy as a resource for professionals working with school-age children in the classroom setting (Doll & Doll, 1997). This application is particularly compelling in that books are an inexpensive and easily obtained resource.

Successful use of the bibliotherapy technique contains three sequential and essential elements: 1) identification, 2) catharsis, and 3) insight (Morawski, 1997; Pardeck & Pardeck, 1993; Riordan & Wilson, 1989). Identification entails recognizing the thoughts and behaviors of others. In this initial step, print or other media helps an individual form a connection with a story's main character, and then internalize the skills the character employs to successfully resolve a particular dilemma (Morawski, 1997). Catharsis builds upon identification. Experiencing the feelings of the character, and finding familiarity, brings about catharsis. One's own emotional tensions can be released as the character successfully works through a problem (Doll & Doll, 1997). After releasing emotional tensions, individuals become better able to apply what they have learned to their own similar situations, resulting in insight. Colville (1990) describes such insight as "an arrow to the heart" (p. 35). Insight targets an individual's specific problem and brings issues to the surface so they can be addressed.

Professionals working with children have differing opinions on the exact role and use of bibliotherapy. Some experts believe that bibliotherapy should be reserved for the clinical psychologist. However, due to the perceived effectiveness of this approach, others believe that school psychologists and counselors should train educators and parents in the use of this technique to foster self-understanding among students (Doll & Doll, 1997).

Although often used in the intervention of severe clinical problems, bibliotherapy currently is being used to help children who are experiencing a variety of emotional and developmental difficulties. These difficulties include controlling aggression, managing stress, and initiating and maintaining social relationships. Children having difficulties with these socio-emotional issues often are viewed as having more generalized difficulties in emotional intelligence.

Emotional Intelligence and Social Adjustment

Daniel Goleman popularized the notion of emotional intelligence (EI) in his best-selling book Emotional Intelligence (1995). Goleman asserts that emotions are a valid domain of intelligence, and defines the EI construct as "being able to rein in emotional impulse; to read another's innermost feelings; and handle relationships smoothly" (1995, p. xiii). Included in Goleman's definition of EI are specific abilities such as empathy, optimism, assertiveness, and delay of gratification. Salovey and Sluyter (1997) report that EI is "the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth" (p. 5). Emotional intelligence is composed of three skill levels--perception, understanding, and managing--all of which are developmental in nature and vital to successful adaptation. It has been demonstrated that these components deeply affect social adjustment (Salovey & Sluyter, 1997).

While EI is believed to be developmental in nature, it is vital that children have the environmental experiences necessary to nurture its progression (Salovey & Sluyter, 1997). The learning of EI skills begins during infancy and is strongly influenced by familial and cultural expectations. Adult modeling and parent-child interactions play powerful roles in shaping this learning. Through their own responses to life situations, parents and other adults teach children how to identify and express emotions appropriately. Children reared in environments without emotionally adept models often enter school unable to initiate and maintain productive social relationships with teachers and other students (Roopnarine & Honig, 1985).

Children who lack EI skills often misinterpret their own emotions and those of others. These youngsters frequently lack the ability to manage their emotions properly and often exhibit aggressive classroom behavior. Unfortunately, such behavior often leads to peer rejection, which can trigger an increase in emotional stress (Gibbs, 1995). This alienation may further impede the acquisition of social skills vital to academic and general life success. Children who are isolated from the social system often drop out of school or express their pain through extreme acts of violence against themselves and others. Low EI also has been linked to the development of eating disorders and other serious health issues (Gibbs, 1995).

What can educators do to help children who enter school lacking fundamental EI skills? Increasing evidence indicates that these children can be helped. This help should not be only in the form of a one-time workshop or a school-wide assembly. Rather, the promotion of important EI skills can be interwoven into the daily classroom curriculum (Salovey & Sluyter, 1997). Intervention of this kind will help children develop the valuable skills associated with social competence.

Use of Bibliotherapy To Benefit Emotional Intelligence

Recently, bibliotherapy has been advocated as a key strategy for promoting children's EI competence within the classroom environment (Cartledge & Kiarie, 2001; Salovey & Sluyter, 1997). Bibliotherapy appears particularly viable for promoting EI because the technique strengthens insight and understanding by pairing literature with mediation. Stephens (1981) provides a useful overview regarding proper employment of this technique, which can be applied to help students acquire the skills involved in EI. The steps for implementation include: 1) identifying students, 2) making operational decisions, 3) selecting the appropriate material, 4) applying the technique through developmentally appropriate strategies, and 5) initiating follow-up techniques.

Identifying Students. First, it is important to identify those children whose EI development lags behind that of their peers, by conducting parent interviews and observing social interactions in the classroom. To ensure proper identification of students in need, teachers and other adults who know the children must communicate with each other frequently. For example, as children switch classes or go to special activities within the school, it would be helpful for teachers and principals to note which children have socio-emotional difficulties as they transition through the different school-day settings.

Ms. Partridge recognized Jan's socially inept behaviors as a recurrent pattern within the classroom and the school. She then set up a meeting with Jan's parents and confirmed with each of them that Jan demonstrated the same behaviors outside of school. Ms. Partridge and Jan's parents agreed to work together to use bibliotherapy as a method for improving Jan's emotional intelligence skills.

Making Operational Decisions. After identifying the student(s) who would benefit from bibliotherapeutic intervention, decide if the technique should be used with individuals, a small group, or the entire class. It is more appropriate for younger and easily distracted children to receive the intervention in a one-on-one setting with the teacher (mediator), or in small groups with a student-teacher ratio of about rive to one. Older children may be best served by large-group intervention or student-directed reading sessions, such as book clubs, where the teacher provides the selected reading materials (Cartledge & Kiarie, 2001).

Although time is always of great concern to teachers, bibliotherapy can be easily interwoven into the daily routine. The bibliotherapy sessions can take place as children arrive at school, during special activities, at silent reading time, as a part of library time, during lunch, or just before it is time to leave for the day. No matter what time of day the teacher or other professional chooses to implement this technique, bibliotherapy should be a natural addition to the regular curriculum.

Ms. Partridge chose to implement bibliotherapy in one-on-one sessions with Jan, due to the stress and distraction that small groups created for the young girl. She decided to use silent reading time to share the books with Jan.

Selecting the Appropriate Bibliographic Material. The next step is to select materials that directly address the children's socio-emotional difficulties, and that allow the children to identify personally with the source's main character (Cartledge & Kiarie, 2001; Haynes & Haynes-Berry, 1986). Making the match between the bibliotherapeutic selection and the student's particular difficulty is critical (Smith, 1989). Involving students in the material selection process can enhance bibliotherapy's effect (Schlichter & Burke, 1994). Bibliographic sources that are easily accessible in the classroom include books, short stories, or poetry.

In making bibliotherapy selections, it is important to take into account the recipient's age, reading level, gender, background, and interests (Cartledge & Kiarie, 2001). Diverse cultural perspectives also must be considered when choosing resources for this technique. Some strategies might include using books on tape in languages from children's communities and creating a lending library of children's books that represent various cultural perspectives (see Novick, Fisher, & Ko, 2000, for a list of multicultural books and resources).

The Appendix provides a useful list of reading materials that teachers and other childhood professionals can use in bibliotherapeutic sessions. This bibliographic list is organized topically and includes literary sources addressing such issues as controlling aggression and increasing social skills. Also at the end of this article is a list of several helpful resources for teachers or other school professionals. These suggested readings provide information on the use of literature to increase children's EI skills.

Ms. Partridge chose several books about friendship that demonstrated specific EI skills such as perceiving emotions in others and appropriately responding to others' emotions. Ms. Partridge made sure that the majority of books were those that Jan could read independently. She also chose a few books that were slightly above Jan's reading level, which could be read out loud. She then allowed Jan to choose the book that would begin their session together.

Applying the Technique. Before administering the technique, it is important to become thoroughly familiar with the underlying messages in the selected literary sources. Then, read the selection aloud, "partner read" by taking turns reading with the child, or have each child read independently. Throughout the application of bibliotherapy, it is vital to maintain an active dialogue with the children. Pause, or have independent readers pause, at climactic points in the story so that mediating dialogue can take place. Discussions can be stimulated by asking the following questions: 1) What is the story about?, 2) How does the story make you feel?, 3) Who is the main character?, 4) What problem did the main character encounter?, 5) How did the main character solve the problem?, and 6) If you faced a similar problem, what might you do?

These discussions provide teachers with the opportunity to determine whether the children adequately understand the selection's message. In addition to these interim discussions, allow the children to engage in expressive activities, such as drawing, role-playing, or writing, so that each child has the opportunity to share his or her feelings. Since difficulty identifying with others is a characteristic of low EI, support must be provided to facilitate identification with the main character of the bibliographic selections. The facilitator is able to monitor these activities to determine whether the children are identifying with the story. Skills of identification can be modeled through activities and discussions that allow the children to experience catharsis. The expressive activities can result in children achieving insight, increasing their problem-solving skills, and fostering their interpersonal skills.

Jan and Ms. Partridge engaged in partner reading, pausing occasionally to discuss what was happening. After each reading session, Ms. Partridge modeled the appropriate behavior to Jan by showing her how to begin to perceive emotions in others, and how to respond accordingly. She then gave Jan opportunities to practice the skills in nonthreatening situations. Ms. Partridge made a bibliotherapy journal for Jan and asked her to write down some ways that Jan could be a friend to others, as well as some ideas for controlling her aggression. She asked Jan to write about successes and failures with regard to initiating friendships.

Initiating Follow-up Activities. A single bibliotherapeutic session is not sufficient to effect real change in young students. However, a variety of follow-up activities can be used to help children bridge the gap between their readings and personal application to their own lives. Engaging the students in a series of follow-up activities, such as drawing, creative writing, puppetry, or role-plays, can be particularly helpful. These activities allow children to express their understanding of the themes in the bibliographic selections. Pardeck and Pardeck (1993) discuss the importance of follow-up activities and provide some suggestions for successful techniques.

Parental contribution to the intervention process can be accomplished by sending home copies of the reading selections, journals, and any activity assignments the children completed. Encourage the home-school connection in the bibliotherapeutic process by offering parents some suggestions for additional reading selections and expressive activities their children can work on at home.

Long-term follow-up activities are also necessary to ensure proper generalization of the acquired skills. These may include a post-session evaluation, discussions with the child, and parent conferences to determine progress outside of school.

Ms. Partridge allowed Jan to take each of the books home after the reading sessions and coordinated some skill-building activities with Jan's parents. The activities included: 1) developing a vocabulary list with "feeling" words; 2) practicing using the feeling words at home; 3) using magazines, books, or newspapers to identify facial expressions; 4) observing and identifying nonverbal behaviors associated with specific feelings; and 5) keeping notes in the journal about how Jan felt during the process. Such simple activities will help to build the EI skills needed to improve Jan's social competence.

Benefits of Using Bibliotherapy

There are many benefits to using bibliotherapy as a way to help students develop EI skills. Bibliotherapy is a child-friendly, noninvasive method that employs reading--a context familiar to students. Incorporating bibliotherapy into the academic curriculum is a natural process that will also augment reading skills. Follow-up activities often include games or strategies that are readily generalized across settings. By emphasizing the connection between home and school, parents and teachers learn how to help children develop EI skills, while recognizing individual and cultural differences.

Many children in today's classrooms exhibit a variety of emotional and social difficulties. Consequently, school professionals face the challenge of finding effective methods for remediating these difficulties. Bibliotherapy is a time-honored approach that uses literature to accomplish such remediation. School psychologists, counselors, and teachers can use this easily administered and readily accessible strategy within the classroom to promote students' development of EI skills.

Emotional intelligence is vital to success in the modern world. Intervention emphasizing social competence prepares students for the interpersonal and occupational challenges that they will face. Bibliotherapy in the classroom can promote these essential skills and thus help children acquire the socio-emotional competence they will need to become successful in school and beyond.

References

Afolayan, J. (1992). Documentary perspective of bibliotherapy in education. Reading Horizons, 33(2), 137-148.

Cartledge, G., & Kiarie, M. (2001). Learning social skills through literature for children and adolescents. Teaching Exceptional Children, 34, 40-47.

Children's Defense Fund. (2001). Every day in America [On-line]. Available: www.childrensdefense.org/ everyday.html

Colville, B. (1990). Magic mirrors. Bookmark, (Fall), 35-36.

Crick, N. (1996). Role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment. Child Development, 67, 2317-27.

Crothers, S. (1916, September). A literary clinic. Atlantic Monthly, 118, 291-302.

Doll, B., & Doll, C. (1997). Bibliotherapy with young people. Englewood, CO: Libraries Unlimited.

Gibbs, J. (1995). Sociomoral development: Research suggestions from a twenty-year perspective. Moral Education Forum, 20(Fall), 10-15.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Haynes, A., & Haynes-Berry, M. (1986). Bibliotherapy--The interactive process: A handbook. Boulder, CO: Westview Press.

Morawski, C. (1997). A role for bibliotherapy in teacher education. Reading Horizons, 37(3), 243-260.

Novick, R., Fisher, A., & Ko, L. (2000). The unity project: Creating a circle of awareness [On-line]. Available: www.nwrel.org/cfc/publications/unity.html

Ouzts, D. (1991). The emergence of bibliotherapy as a discipline. Reading Horizons, 31(3), 199-206.

Pardeck, J. (1986). Books for early childhood: A developmental perspective. New York: Greenwood Press.

Pardeck, T., & Pardeck, J. (Eds.). (1993). Bibliotherapy: A clinical approach for helping children. Philadelphia: Gordon and Breach.

Riordan, R., & Wilson, L. (1989). Bibliotherapy: Does it work? Journal of Counseling and Development, 67(9), 506-508.

Roopnarine, J. L., & Honig, A. S. (1985). Research review: The unpopular child. Young Children, 40(6), 59-64.

Salovey, P., & Sluyter, D. (Eds.). (1997). Emotional development and emotional intelligence: Educational implications. New York: Basic Books.

Schlichter, C., & Burke, M. (1994). Using books to nurture the social and emotional development of gifted students. Roper Review, 16(4), 280-283.

Smith, A. (1989). Will the real bibliotherapist please stand up? Journal of Youth Services in Libraries, 2(3), 241-249.

Stephens, J. (1981). A practical guide in the use and implementation of bibliotherapy. New York: Todd & Honeywell.

Zaccaria, J., & Moses, H. (1968). Facilitating human development through reading: Theuse of bibliotherapy in teaching and counseling. Champaign, IL: Stipes.

Bibliotherapy is a child-friendly, noninvasive method that employs reading--a context familiar to students. Incorporating bibliotherapy into the academic curriculum is a natural process that will also augment reading skills.

Bibliographic Selections

Perceiving, Understanding, and Managing Emotions

Aborn, A. (1994). Everything I do you blame on me! Childswork/Childsplay. Ages 5-12. This story is about Eddie, whose anger is always getting him into trouble. Through Eddie's experiences, children may learn how to control their own anger.

Crary, E. (1992). I'm mad. Parenting Press. Ages 5-12. Katie decides to be mad the rest of the day after rain cancels a long-awaited picnic. She finds other ways to express herself, however, and fills the afternoon with fun and laughter.

Crary, E. (1992). I'm frustrated. Parenting Press. Ages 5-12. This is a story about Alex, a boy who gets frustrated when he has trouble learning how to roller-skate. Alex learns how to handle his feelings in a more appropriate fashion.

Duncan, R. (1989). When Emily woke up angry. Barron's. Ages 4-10. This story is about a young girl named Emily, who wakes up angry one morning and doesn't know how to deal with her feelings. Emily meets many different animals and tries their various suggestions for dealing with anger. She finally finds a method that works for her.

Moser, A. (1988). Don't pop your cork on Mondays!: The children's anti-stress book. Landmark Editions. Ages 4-12. This book explores the causes and effects of stress and helps children develop techniques for dealing with stressful situations in everyday life.

Moser, A. (1994). Don't rant and rave on Wednesday!: The children's anger-control book. Childswork/Childsplay. Ages 5-12. This book explores what causes anger and helps children to develop strategies to control their behavior.

Shapiro, L. (1994). The very angry day that Amy didn't have. Childswork/Childsplay. Ages 4-10. Amy finds ways to solve her problems, while Margaret's reactions seem to make things worse. This book is great for helping children learn alternatives to getting angry.

Shapiro, L. (1995). Sometimes I like to fight, but I don't do it much anymore. Childswork/Childsplay. Ages 4-10. Douglas has been getting into trouble because he likes to fight. Other children begin to dislike him and the school principal threatens to expel him. A counselor helps Douglas learn to control his fighting.

Shore, H. (1995). Angry monster workbook. Childswork/ Childsplay. Ages 5-12. This is a workbook about a boy named Arnold, who learns how to calm the "Angry Monsters" that make him lose his cool and get into fights. This book includes activities such as puzzles and games to help children understand their anger and learn new skills for expressing themselves.

Simon, N. (1991). I am not a crybaby. Puffin Books. Ages 4-8. Children describe a variety of situations that make them want to cry; the author emphasizes that crying is a normal reaction.

Viorst, J. (1972). Alexander and the terrible, horrible, no good, very bad day. Ages 4-8. While reading this humorous story, children will identify with Alexander as his day goes from bad to worse.

Zolotow, C. (1982). The quarreling book. HarperTrophy. Ages 4-8. This story depicts how unhappiness is passed from person to person until the process is reversed, and how happiness can be equally "contagious."

Initiating and Maintaining Social Relationships

Frankel, F. (1996). Good friends are hard to find. Perspective Publishing. Ages 5-12. This book is filled with short stories about learning to make friends. If is designed as a step-by-step guide to help children learn social skills and problem-solving techniques.

Hess, D. (1994). Wilson sat alone. Simon & Schuster. Ages 5 and up. This is a book about a little boy who is always alone until he befriends the new girl at school.

Lalli, J. (1996). Make someone smile. Free Spirit Publishing. Ages 5-12. The author encourages even very young children to learn the skills of conflict resolution, with the aid of simple words and black-and-white photographs showing children successfully modeling these skills.

Lalli, J. (1997). I like being me: Poems for children about feeling special, appreciating others, and getting along. Free Spirit Publishing. Ages 4-8. These poems teach children appropriate ways to solve many different social problems.

Livingston, M. C. (Ed.). (1987). I like you, if you like me: Poems of friendship. New York: Margaret K. McElderry Books. Ages 7 and up. This book is a collection of poems about the joys and troubles of establishing friendships. It contains poems from over 90 traditional and contemporary poets.

Marcozzi, B. A. (1995). My best friend is me! Childswork/Childsplay. Ages 3-8. This is a funny story of Marty the Hippo, who feels rejected by his friends. Marty learns to find many good qualities within himself, which helps to build his self-esteem. Once he feels better about himself, he discovers that other children want to be his friend.

Rowland, A. (1995). How I learned to make friends. Childswork/Childsplay. Ages 6-12. A young named girl named Alicia shares how she has learned to make and keep friends.

Zimmerman, T., & Shapiro, L. (1996). Sometimes I feel like I don't have any friends (but not so much anymore). Childswork/ Childsplay. Ages 5-12. The story is about a boy who has trouble making friends, but learns to do so through the help of others, who teach him to communicate, listen, and cooperate.

Professional Resources

Bibliotherapy

Doll, B., & Doll, C. (1997). Bibliotherapy with young people. Englewood, CO: Libraries Unlimited.

Haynes, A., & Haynes-Berry, M. (1986). Bibliotherapy--the interactive process: A handbook. Boulder, CO: Westview Press.

Rasinski, T. V., & Gillespie, C. S. (1992). Sensitive issues: An annotated guide to children's literature, K-6. Phoenix, AZ: Oryx Press.

Spredemann-Dreyer, S. (1994). Bookfinder 5: When kids need books. Circle Pines, MN: American Guidance Service.

Stephens, J. (1981). A practical guide in the use and implementation of bibliotherapy. New York: Todd & Honeywell.

Emotional Intelligence

Dlugokinski, E., & Allen, S. (1997). Empowering children to cope with difficulty and build muscles for mental health. Bristol, PA: Taylor & Francis Group.

Dlugokinski, E., & Suh, H. (1989). Enhancing emotional competence: A handbook of exercises for teachers and therapists. Raleigh, NC: Feelings Factory.

Elkind, D. (1981). The hurried child: Growing up too fast too soon. Boston: Addison-Wesley.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Innerchoice Publishing. (1996). 50 activities for teaching emotional intelligence. Torrance, CA: Author.

Salovey, P., & Sluyter, D. (Eds.). (1997). Emotional development and emotional intelligence: Educational implications. New York: BasicBooks.

Shapiro, L. (1997). How to raise a child with a high EQ. New York: HarperCollins.

Weston, D. C., & Weston, M. (1996). Playwise: 365 fun-filled activities for building character, conscience, and emotional intelligence in children. New York: Penguin Putnam.

Social Skills

Cartledge, G., & Kiarie, M. (2001). Learning social skills through literature for children and adolescents. Teaching Exceptional Children, 34, 40-47.

Charles, C. M. (1992). Building classroom discipline (4th ed.). New York: Longman.

Elias, M. J., & Tobias, S. E. (1996). Social problem solving: Interventions in the schools. New York: Guilford Press.

Goldstein, A. P. (1988). The prepare curriculum: Teaching prosocial competencies. Champaign, IL: Research Press.

Goldstein, A. P., Harootunian, B., & Conoley, J. C. (1994). Student aggression: Prevention, control and replacement. New York: Guilford.

Goldstein, A. P., Palumbo, J., Striepling, S., & Voutsinas, A. M. (1995). Break it up: A teacher's guide to managing student aggression. Champaign, IL: Research Press.

Gootman, M. (1997). The caring teacher's guide to discipline: Helping young students learn self-control, responsibility, and respect. Thousand Oaks, CA: Corwin Press.

Kohn, A. (1991). Caring kids: The role of the school. Phi Delta Kappan, 72(7), 496-506.

McGinnis, E., & Goldstein, A. P. (1984). Skillstreaming the elementary school child: A guide for teaching prosocial skills. Champaign, IL: Research Press.

CALL FOR MANUSCRIPTS

2004 Annual Theme Issue of Childhood Education "The Culture of Teaching"

The 2004 theme issue of Childhood Education Will explore the diverse topic of the "culture of teaching." The teaching profession is diversified geographically and economically, as well as according to teaching style and method of delivery and instruction. As a result of this diversification, educators have much to learn from one another. Authors are encouraged to submit articles that describe teaching relationships between novice and experienced teachers and supervisors. These relationships could include mentorship, training, and continuing education. Other issues to be addressed are schools as learning environments for teachers, money/ funding issues, and how testing influences the teaching environment. In addition, authors may examine ethics and professionalism among teachers within an education system, focusing on politics, mandated programs as compared to innovation, and governmental funding issues, as well as a concern about the number of novice teachers leaving the profession. Of particular interest are those school systems or individuals that have discovered unique and positive ways to address teacher retention. College and university faculty may address the above issues related to their teacher education programs. Please submit descriptive articles relating to a successful quality of education for both students and teachers. Authors are encouraged to integrate research, theory, and practice in their articles.

Submit manuscripts by January 31, 2004; authors and co-authors should send four copies of the manuscript and one copy on diskette (in Microsoft Word or Rich Text Format) to 2004 Theme Issue, ACEI, 17904 Georgia Avenue, Suite 215, Olney, MD 20832. For more information from the guest editors, please contact Thomas L. Reed at The University of South Carolina Spartanburg at 864-503-5579 or [e-mail], or Lauren Ventimiglia, c/o ACEI Editorial Department at 301-570-2111, ext. 20.

Amie K. Sullivan is an adjunct professor, Curry School of Education, University of Virginia, Charlottesviile. Harold R. Strang is Professor, Educational Leadership, Foundations, and Policy Department, Curry School of Education, University of Virginia, Charlottesville.