time points was tabulated. One teacher sample from each of the arithmetic and social studies samples was not tabulated because the data did not exceed the 150minute criterion time point. There were ten teacher behavior samples which were included in this summarization of the data. For each behavior sample, seven measures have been reported. Thus, at each criterion time point a total of 10 by 7 or 70 measures was considered.After twenty minutes of behavior had been sampled, 26 of the 70 samples were within the five per cent range and only 4 of the 70 samples were within the two per cent range. By either criterion, much question could be raised about the adequacy of sampling at the end of a twenty-minute period. Approximately two-thirds of the samples (45) were within the five per cent range at the end of 60 minutes.The five per cent range included most of the 70 scores by the 150 minute time criterion point. Slightly over three-fourths of the scores were within the two per cent range at the 150-minute criterion time point. CONCLUSIONS AND IMPLICATIONSThe findings of this study indicate that neither twenty minutes nor an hour is a long enough time period to adequately sample a teacher's verbal communication behavior when specified levels of variation are accepted. It would seem, therefore that the researcher or instructional supervisor should consider the purpose for which the results are to be used when sampling communication behavior. The length of sample time does depend upon the amount of variation which is acceptable. REFERENCES FLANDERS, N. A. Teacher in$uence, pupil attitudes, and achievement. Washington: U. S. Office of JERSILD, A. T., & MEIGS, MARGARET F. Direct observation as a research method. Review of E d w MOFFITT, J. C.
HE purpose of this paper is to describe an approach or method which builds Tupon the basic components of health and strength within individuals, families and groups and which is not problem-centred. This approach has been used on an experimental basis with four groups and the results evaluated.One of the most persistent questions confronting public health-mental health programmes has been: Should we continue to concentrate vast resources on the so-called problem families, or families and individuals, and individuals in various stages of pathology or disorganization? Or, on the other hand, can we devise a preventive programme of working with families or individuals in such a way as to foster and further develop the essential healthiness which is already present? The essence of the problem, therefore, has been to develop a programme reinforcing and utilizing the basic elements of health already present. Two factors immediately became evident:1. Sound research into the dynamics of the so-called healthy or normal family or individual is minimal. Even less is known about the subject of individual or family strengths. 2. An approach needed to be developed which builds on the basic elements of healthiness or strength in an individual or family. Since the turn of the century a tremendous amount of effort plus staggering sums of money have been spent on the study, detection and treatment of emotional pathology or emotional illness. Very little effort has been expended and a very limited amount of research has been undertaken to learn about the nature and development of human strengths and resources. It is of interest to note that although the professions of social work, psychology and psychiatry utilize the concept of individual and, lately, family strengths as a part of their professional frame of reference, closer examination reveals there is no clear-cut recognition as to what precisely constitutes strengths. We are not sure how strengths develop, how they can be recognized and how growth of individual and family strengths can be stimulated and fostered. On the other hand, some of the leading thinkers in the social and behavioural sciences have, in the last few years, concluded that the average healthy or &dquo;normal&dquo; human being is operating at approximately one-fourth to one-third of optimum capacity. In other words, it is assumed that the vast majority of the so-called &dquo;normal&dquo; population has a tremendous potential which, with very few exceptions, will lie fallow, never to be realized. Erich Fromm and Gardner Murphy, as well as Abraham Maslow, have devoted considerable space in their writings to the concept of human potentialities. However, very little practical work or research has been done to discover methods and techniques by which the average, healthy person can be helped to discover and utilize his latent strengths, resources or potentialities.
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