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This study examined the effectiveness of a structured cognitive stress reduction program for unemployed managers involved in an outplacement program. Participants were randomly assigned to one of two conditions. One group of managers received structured weekly counseling using a cognitively based stress reduction program. They were compared with a control group that received unstructured advice about managing stress as part of a typical outplacement program. The managers who received the cognitive intervention, as compared with managers in the control group, found reemployment significantly sooner and showed reductions in levels of state anxiety and anger that were statistically significant.

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2 samples of elementary school teachers (N = 77 and 41) were studied with respect to consistencies between classroom behavior and "needs" as measured by a paper-and-pendl questionnaire. The paper-and-pencil device provided scores on Achievement, Affiliation, Recognition, and Control needs. Behavioral data consisted of observations recorded as ratings and also as Q sorts and an analysis of verbal statements made by the teachers. The principal findings were: (a) significant positive relationships among the various measures of teacher behavior on the Control and Affiliation dimensions, (b) a significant negative relationship between Control and Affiliation behavior as viewed by the observers, and (c) significant positive correlations (JO-.SO) between Control need as measured by the questionnaire and controlling behavior of the teachers.