Presents relevant data about contemporary youth alienation and offers an interpretation and prescription. The five articles following this one all comment on it. (Author/IRT)

In commenting on the preceding article, the author notes that one might regard the "alienation" of youth not as an evil but as an accurate perception of broader social pathologies and as a sign of disaffection that could lead to reform. (Author/IRT)

Contrary to Wynne in another article in this issue, the correction of alienation lies in changing the structure and fabric of society rather than in better socialization of youth. (Author/IRT)

Some teenagers need to attend schools that do far more, in the way of providing a social-psychological home, than schools do now. These schools must take up where the family has left off. (Author/IRT)

All social institutions must work on the social problems Wynne outlined in another article in this issue; however, the schools had better concentrate on giving young people a good basic education that will assure them of good jobs. (Author/IRT)

The schools can attempt to reach alienated youths by improving interpersonal relationships in the schools, encouraging parent involvement, and emphasizing basic skills. (Author/IRT)

Presents a conceptualization of the basic principles of discipline that includes three components of discipline--behavior expectations, behavior adjustment, and control techniques--and three sources of student misbehavior. (Author/IRT)

School administrators in California and New York share views on what are the most pressing discipline problems--skipping class, truancy, and tardiness--but those views do not seem to be shared by teachers and students. The administrators are taking steps to resolve the problems. (IRT)

The answer to better discipline is giving students a stake in the school, caring for them, and teaching them without failure. (Author)

Describes the implementation of a token economy as a method of controlling student behavior in an elementary school. Emphasizes student participation and discusses board issues such as teacher resistance to the program and the question of evaluation. (IRT)

Students must accept responsibility for their behavior--the blame for disciplinary failures should lie with the students who behave irresponsibly rather than with teachers, administrators, and parents. Control disappears as an overwhelming problem when students are given learning and behavioral responsibility. (Author/IRT)

Offers four techniques for preventing student behavior problems. (IRT)

Reviews the decision in Ingraham v. Wright that corporal punishment in the schools is not a federal issue and notes that this finding will not stop public debate at the state level. (IRT)

Describes an alternative program designed to recapture dropouts and integrate them back into the regular school program. (IRT)

A survey of teachers, students, administrators, and parents in Georgia shows a wide diversity of opinion regarding the levels of reading, writing, listening, speaking, and arithmetic skills that should be required for high school graduation. (Author/IRT)