A 20-event, 7-point scale on the stressfulness of selected unpleasant experiences was administered to 1814 children in Australia, Canada, Egypt, Japan, the Philippines, and the U.S.A. (two groups). Responses indicated that, among these 3rd through 9th graders, there is a remarkable degree of agreement not only in the stress ratings but also in the reported incidences of life events. Granted certain cultural contrasts, the overall findings gave credence to the presence of widespread, common perceptions and attitudes among children. The worlds of the young and of the grown-ups may overlap with each other much less than usually believed.

Abstract. A study was conducted to determine what sort of problems beset college students and whether they select different helpers for different problems. A two page questionnaire listing 20 common problems, and 18 different helpers was administered to 80 male and 155 female students at Kuwait University. It was found that males and females differed significantly on six problems (family, self-confidence, behavior, death, work and grades). Different helpers were selected for different types of problems, and for 18 of the 20 problems, males and females chose a same-sex helper. The results are explained within the context of the Arab culture and the implications for counseling are discussed.

Development is an important goal for developing countries. This goal cannot be achieved without the growth of human potential. Counseling is one of the effective means for developing human potential. Yet counseling has been evolving slowly in developing countries. Reports show that counseling and guidance have been started in the schools in some of these countries; they rarely show that counseling has been implemented in other settings. The purpose of this paper was to examine the obstacles for implementing counseling services in developing countries, to discuss a working definition of counseling and to propose the settings in which counseling may be implemented.

Counseling has been slowly developing in the Arab countries.

A conference on creativity and its development was held at the University of Qatar in Doha, drawing approximately 75 participants from various Arab universities plus two American speakers. Research and theoretical papers focused on models of creativity development, factors related to strengthening and measuring creative abilities, the role of the family and educational and social institutions, and fostering creative development in educational technology, arts education, and physical education. Reports and discussions also considered obstacles to creative development in Arab settings. In addition, participants itemized recommendations in the areas of creativity in general, the schools, the family, and society. The present authors noted potential difficulties related to language differences, the role of women, and frequently-mentioned authoritarian teaching practices, plus a current opportunity for Arab creativity research related to recent worldwide media influence.In March, 1996, a four-day conference entitled "The Role of the School, the Family, and Society in the Development of Creativity" was held at the University of Qatar, Doha. The conference included approximately 75 speakers and session chairs plus two American speakers. 2 All were university faculty or administrators with special interests and experience in creativity. Most speakers held Ph.D. degrees from American or British universities and spoke English well. Egypt and Jordan were ABSTRACT INTRODUCTION 1 Organized and coordinated primarily EXPERIMENTS AND MODELS IN CREATIVITY DEVELOPMENT 33 Although many papers had coauthors, we have noted only the speakers' names.