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HE present study is an investigation of some correlates of happiness in the marriages of 20 university-student couples. The specific objective was to determine the relationship between certain social perceptions and marital happiness.The first objective study of marriage appears to have been by Davis (5) followed by a number of others, the most complete being by Terman ( 14) and Burgess and Cottrell (3). These studies were concerned with finding correlates of marital happiness and with predicting happiness from social and psychological data. Multiple correlations in the neighborhood of .5 were reported by these investigators. Later studies by Kelly (9), Preston, Peltz, Mudd, and Frosher (11) and Dymond (7) focused on "social perception" as a determinant of happiness.Kelly found that happy couples were more alike in their self-perceptions, and that they rated themselves and their mates more favorably than did unhappy people. Preston et al. observed that happy people tended to perceive themselves and their mates as being more alike than unhappy people. Dymond's investigation suggested that happiness in marriage was related to understanding. Understanding was defined in the latter study as the accuracy of prediction by a husband or a wife of the mate's self-description on a personality questionnaire. She also found that happiness was related to similarity of self-perceptions.

This article describes a new or alternative school model/system based on democratic principles and Adlerian philosophy that emphasizes the development of student responsibility for learning and behavior. The model is constructed around the implementation of four R's: responsibility, respect, resourcefulness, and responsiveness. The school contains three curriculums: academic, creative, and social. A mastery model of achievement is utilized, and a progress chart is used in place of marks/grades. Grade levels are not used. Discipline is based on natural and logical consequences and there are only three school rules. Preliminary research suggests increased achievement and decreased disciplinary problems; greater student, teacher, and parent satisfaction; and fewer teacher absences. The democratic principles and the four R's represent the best practices of group counseling and psychotherapy.

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