This volume is a guide to using the Relational Literacy Curriculum with children in grades 2-5. Based on developmental and social constructivist principles, this curriculum presents a conceptual framework and a method for enhancing children's understanding of interpersonal relationships in the classroom. The Relational Literacy Curriculum:
*offers a powerful method for children to reflect on challenging interpersonal episodes and to discern constructive patterns of relating through discussion and role play;
*provides a process that can serve as both a prevention tool and a vehicle for managing immediate conflict;
*gives teachers a strong theoretical framework from which they can make principled decisions, and a flexible format for implementing it that they can adapt to meet the particular social needs of their classroom context; and
*promotes teacher reflection and learning through the use of various observational tools.
This book addresses the question of why it is important to study relationships in the elementary classroom; reviews the research and literature that inform the relational literacy curriculum; lays out the process of the curriculum; explains how the curriculum can be used to address real conflicts within the classroom community; and provides guiding principles for practice. It is a useful resource for classroom teachers, school psychologists, school counselors and social workers, and a valuable text for a range of courses, including classroom management, psycho-social interventions, child development, and early childhood education.

This volume is a guide to using the Relational Literacy Curriculum with children in grades 2-5. Based on developmental and social constructivist principles, this curriculum presents a conceptual framework and a method for enhancing children's understanding of interpersonal relationships in the classroom. The Relational Literacy Curriculum:
*offers a powerful method for children to reflect on challenging interpersonal episodes and to discern constructive patterns of relating through discussion and role play;
*provides a process that can serve as both a prevention tool and a vehicle for managing immediate conflict;
*gives teachers a strong theoretical framework from which they can make principled decisions, and a flexible format for implementing it that they can adapt to meet the particular social needs of their classroom context; and
*promotes teacher reflection and learning through the use of various observational tools.
This book addresses the question of why it is important to study relationships in the elementary classroom; reviews the research and literature that inform the relational literacy curriculum; lays out the process of the curriculum; explains how the curriculum can be used to address real conflicts within the classroom community; and provides guiding principles for practice. It is a useful resource for classroom teachers, school psychologists, school counselors and social workers, and a valuable text for a range of courses, including classroom management, psycho-social interventions, child development, and early childhood education.

This informative bibliographic study provides the most thorough survey available of the literature on voluntary associations. The authors first sketch major theories on the origin, growth, and functions of voluntary associations and discuss the place of associations in political theory, viewing especially the unproven assumption that voluntary associations are beneficial to a democratic society. They then survey the findings on the role of voluntary associations in the political and social structure (abroad as well as in the United States). The specific organizations themselves are covered and the final chapter views a recent development in the field-volunteers in government service, such as the Peace Corps. The final section of each chapter is an annotated bibliography of works cited in the text or related to its subject; over 600 items are listed.