The State-Trait Anger Expression Inventory (STAXI) was administered to 137 male sexual offenders. The sample was heterogeneous regarding the type of sexual offense. With the exception of slightly higher-state anger at the time of testing, scores of this group were very similar to those of "normal" men. T-score conversions for the raw scores of male sexual offenders were tabulated. The STAXI can be used to identify offenders with higher levels of anger and aggression. This may provide a useful screening instrument in that prior research has shown that offenders with higher anger also show greater psychopathology.

Conducted a study to determine whether the House‐Tree‐Person Test might be used as a means to identify physically abused children. Protocols of 32 abused children, 32 nonabused but disturbed children, and 45 apparently very well‐adjusted children were examined for the presence of 15 objectively scorable items that emerged as good potential discriminators from a pilot study of 60 children. Results of several statistical analyses indicated (a) that items taken individually discriminate strongly between abused and well adjusted children, but not between abused and nonabused but disturbed children; and (b) that items used collectively, specifically a 6‐item test that comprised the 6 most discriminating individual items, discriminate reasonably well between abused children and both of the other two groups. Based on these results, this 6‐item test is proposed for use by child care professionals in attempting to identify abused children.

Peer counseling has become more prevalent in high schools and junior high schools across the country. When reviewing the various programs, it was discovered that they fall into two general categories based on the program's purpose and group composition. The two basic models can be described as students trained to help troubled students in their school (open), and troubled students trained to help themselves (closed). The terms open and closed were chosen to distinguish the two models because these terms describe whether or not the group's focus and objectives are closed or open to students outside the group. The purpose of this article is to give a practical, working description of the open model as implemented in a large, suburban high school.