Results suggest that the nature of parent-child communication and effects of that interaction depend not only on messages stressed by the parent but also on the child's own cognitive abilities and goals. (JD)

Discusses the five shortcomings of environmental education: (1) uses top-down and center-to-periphery teaching model; (2) does not lead to action competence; (3) lacks authenticity; (4) the record of success in changing children's attitudes and values is questionable; and (5) the context must facilitate participation and change. Offers four models…

Provides a rationale for the participation of children in development for school health. Addresses why participation should be promoted and how children can participate. Explores ways to assess children's participation by presenting case studies from Nepal, Zambia, and Botswana. Offers strategies for developing children's participation and for…

The author objects to the way his views of children's rights are characterized in John McMurtry's paper (in this issue). Magsino argues that children have many moral rights which cannot be enforced by law, and that, lacking a practical substitute, parents are best equipped to promote their children's long-term interests. (PP)

An historical perspective on the development of interest in children's psychological rights is presented. Changing concepts of childhood, children's rights movements, and declarations of children's rights, as proposed by the United Nations, the 1970 White House Conference on Children, and the International School Psychology Committee, are…

In reply to Romulo Magsino's article (in this issue) on balancing the rights of children, parents, and the state, the author urges that children be accorded at least full partnership with adults concerning decisions about their education and overall "happiness." (PP)

Television erases the dividing line between childhood and adulthood because it requires no instruction to grasp its form and because it does not segregate its audience. Television creates a population in which everyone is fixed at an age somewhere between 20 and 30. (Author/IRT)

John Stuart Mill viewed children in a more favorable light than is generally believed. Mill wished to protect children from society's bad influences long enough for their individual personalities and talents to develop. Complexities that arise in applying a liberal theory to the education of the immature are discussed. (PP)

Working from Philippe Aries'"Centuries of Childhood," the author argues that nineteenth century demands for the education of children may be reinterpreted as the creation of a means of keeping children in a state of dependence and so maintaining a defense for anxious adults. (Editor)

Siblings of handicapped children may have adjustment problems associated with increased family responsibilities, increased parental expectations, and perceived parental neglect in favor of the disabled sibling. Problems may be related to socioeconomic status; family size; age, sex, and birth order of the sibling; and severity of the handicap. (GDC)