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This study examined the psychological effects of running loss upon consistent runners. We compared a group of 30 "Prevented Runners" who were unable to run for at least two weeks with a group of 30 "Continuing Runners" who ran without interruption on the Profile of Mood States (POMS), Rosenberg Self-esteem Scale, Zung Depression Scale, and a Running Information questionnaire. We found that Prevented Runners displayed significantly greater symptoms of psychological distress, including depression, anxiety, confusion, over-all mood disturbance, and lower self-esteem than did Continuing Runners. Deprivation of running may result in withdrawal symptoms of psychological distress for consistent runners who rely on running as a coping strategy for stress reduction and who feel dependent upon the psychological reinforcements of running.

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This article explores the objectives and classroom dynamics of multicultural courses, describes various forms of student resistance to these courses, and suggests methods of teaching that can prevent and alleviate student resistance. Teachers should anticipate resistance from students in courses on multiculturalism and can view such challenges to the material or to the teacher as opportunities to make the issues relevant to the students' own experiences. Teaching preparation and techniques, including use of the syllabus as a guiding structure for the course, use of a case studies approach, short feedback evaluations, setting of ground rules for discussion, establishing a climate of trust and open inquiry, and using anecdotal texts to illustrate historical information are discussed as ways to engage students and work productively with resistance.

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