This article selectively examines a legendary experiment in community-based delinquency prevention during the 1930s and 1940s, the Chicago Area Project (CAP). The CAP embodied the first systematic challenge by sociologists to the dominance of psychology and psychiatry in public and private programs for the prevention and treatment of juvenile delinquency in the early 20th century. While scholars generally recognize the CAP as a pioneer effort in delinquency prevention, we know remarkably little about its operational schema and day-to-day activities in individual Chicago communities. Prior studies have examined the CAP primarily as an episode in the history of changing ideas about crime causation, and as an important skirmish in ongoing ideological battles between sociologists and psycholoists on the proper focus of correctional treatment. By contrast, this article provides the first systematic, empirical study of the CAP in action in its early years.

This report examines, from a historical perspective, the desirability of teaching as a career. It focuses first on the reward structure in teaching, and sec'nd on the social origins and composition of the teaching force. The goals of the study are to lay out the rough chronological boundaries of luveral notable long-term trends and to isolate vital information and apparent major historical transition points to guide future case -study research. Section 1 introduces and provides an overview of key issues raised in the study. Section II examines the evolution of financial incentives for teachers, from approximately 1910 to the present, focusing particularly on the appeal of economic rewards to different constituencies. Section III analyzes changes in the social origins and composition of the teaching force, focusing on gender, social class, and academic preparation and qualifications. Finally, section IV selectively reviews recent developments and elaborates on some of their policy implications for raising professional standards and overcoming the developing teacher shortage. The report concludes that the women's movement appears to have opened up new prospects for the professionalization of teaching. Eight pages of references are appended. (MLF) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** The recent decade of teacher surplus is an aberration.Throughout most of the twentieth century, there has been a shortage of teachers. Nevertheless, educational standards for entry to the teaching profession have increased; whereas the norm for teachers at one time was high school graduation, it is now college graduation. (Most teachers today have master's degrees, acquired within the first few years of teaching.)The analysis suggests that major teacher shortages, such as that of the 1950s, were accompanied by (if not solved by) particularly large increases in salaries and increases in the educational standards for entry to teaching.Wage discrimination has resulted in teaching being more attractive to women than to men, but the women's rights movement and the expansion of occupational opportunities have freed women from being a captive labor force for teaching.Although the civil rights and women's rights movements have begun to affect school staffing, their full effects have not yet been felt because schools have done relatively little hiring since these movements began to affect the career choices of women and members of minority groups.As the extrinsic rewards of teaching have become less attractive, so have the intrinsic satisfactions. One positive change may be the professionalization of teaching, a movement that began in the early 1980s. Reformers and teachers, frustrated with growing bureaucratic control over teaching and the impediments to effective teaching that resulted, have sought to substitute a professional model ...

School-based mental health and social welfare services have evolved over the past century to play important roles in the education of children and youth. Relations between schools (administrators, boards of education, teachers) and services (social workers, therapists, counselors) have generally been awkward-occasionally embracing and nurturing, at times competitive and distant. This article reviews the history of school mental health services, focusing on service goals, the nature of professional practice, and the forces that have prevented harmony.

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