APRNs would benefit from group training in present centered therapy, acute debriefing, supportive, cognitive behavioral, and psychodynamic approaches. The ability to conduct groups with trauma survivors and professionals during disasters is a vital skill and service to provide immediate relief and constructive coping.

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This paper reports the perceptions of 543 pupils about the strategies used by their teachers which get the class to work well. The pupils were in four secondary schools and aged between 12 and 16. Twenty-one categories of effective strategies were derived from pupil comments. However, no single category dominated the data. Examining what we have called 'pupils' constructs of effective strategies' revealed that a wide range of strategies were perceived as effective. Not only was a variety of strategies seen as effective, pupils in each school identified over 75% of the staff as being best at getting the class to work well.

This paper compares secondary school teachers’ perceptions of indiscipline in 1990 and 1996. It also presents information on primary teachers’ perceptions of indiscipline. Perceptions were derived from three surveys, sample sizes being 883 secondary teachers in 1990 and 561 secondary teachers and 825 primary teachers in 1996. Misbehaviours which were most common in secondary schools in 1990 remained the most common in 1996. These were typically low level, such as talking out of turn or eating in class. Violence against teachers was rare both in 1990 and 1996. There was a statistically significant finding about verbal abuse which teachers encountered towards them around the school. If this reflects a genuine change, it represents a rather more serious trend towards challenging behaviour around the school. The findings are placed in the context of research on indiscipline and in the policy context of social exclusion and target setting.

This paper reports research on the nature and extent of exclusion from school in Scotland 1994± 6. The research involved: documentary analysis of local authority policies on exclusion, supplemented by telephone interviews with of® cials responsible for the operation of policy; a survey of 176 headteachers; an analysis of information about 2,710 excluded pupils; and case studies of eight secondary and four primary schools. A wide variation in local authority policy was found although most authorities emphasized exclusion as a last resort. Most exclusions were short term with pupils returning to their original school but a signi® cant number of pupils lost more that a week's schooling and about 30 per cent had been excluded more than once. Schools with similar characteristics varied markedly in their exclusion rates and this could largely be explained by their different ethos. Key elements in understanding differences in ethos were beliefs about the purpose of schools, the curriculum on offer, school relations with the outside world and decision making about exclusion. These ® ndings are placed in the context both of research on exclusions in England and of current policy concerns with social exclusion.Exclusion from school has potentially serious consequences for young people. Their opportunities for academic achievement are curtailed thereby reducing their chances of gaining educational quali® cations and thus progression to further or higher education or into direct employment. Furthermore, exclusion may adversely influence a young person's sense of belonging, self-esteem and general socialization into acceptable behaviour.