On-the-job stress was examined in relationship with the strength of need to use and the frequency of use of over-the-counter (OTC) and prescription (P) drugs and alcohol (A), across five teacher samples (N = 1788). The Total Strength and Total Frequency Scores of the Teacher Stress Inventory (TSI) were used to assess stress levels. It was determined that: 1) high stress frequencies were significantly related to the frequent use of OTC, P, and A substances, 2) high stress strengths were significantly related to perceptions of the strong need to use such substances; 3) 6 percent to 11 percent of the teachers reported a great-to-major need to use chemical substances to manage stress, while 3 percent to 11 percent reported actually making use of these on a neardaily or daily basis; 4) the Total Stress Frequency can be used to predict the frequency of substance use; and 5 ) both the Total Frequency and Total Strength measures can be used to predict the degree of need to use stressbuffering substances.The hazards of drug abuse encountered during the Tylenol scare brought to bear a long-known but little addressed realization-drugs are so frequently abused and have become such an intrinsic part of our society that many of us are no longer aware of them. The presence and availability of over-the-counter (OTC), prescription (P), and alcohol (A) substances have become a big business. With *

This study reports the results of a statewide teacher stress survey conducted with 187 teachers of learning disabled students and 178 teachers of nonleaming disabled handicapped students (total N = 365). Dependent variable ratings for the degree of intensity (how strong?) and the degree of frequency (how often?) of 30 sources and manifestations of stress, and six subscales and one total score for each of the stress frequency and strength dimensions were gathered. Background data regarding job satisfaction, peer, and administrative support during times of stress, use of mental health days, and professional counseling during times of stress are also presented.

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n even the earliest studies of giftedness in young children (Burks, Jensen, & Terman, 1930;Hollingworth, 1926), researchers noted distinct character traits among gifted students, which included global awareness, sensitivity to complex issues, and a tendency to worry about injustice and dangers that often are beyond a child's control. Dabrowski and Piechowski (1977) described what they called emotional overexcitabilities that can be observed among gifted students as great depth and intensity of emotional life expressed through a wide range of "feeling, attachments, compassion, heightened sense of responsibility, and scrupulous self-examination" (p. 287). This sensitivity of students is one of the positive gifts they bring to a classroom and the world. Yet, characteristics of sensitivity in gifted children can sometimes frustrate or annoy classmates and, unfortunately, some teachers who do not have the same sense of global awareness and responsibility. It can be difficult to reassure young gifted students that solutions will be found to complex problems without patronizing them or minimizing their concerns.This article describes ways in which gifted students explored issues of ecological concern through a description of student projects that addressed coastal erosion and habitat reduction in meaningful ways. Through projects such as these, children who were impacted by Hurricanes Katrina and Rita became empowered to help restore their environment. Ecological Stewardshipgifted child today 17 Ecological Stewardship

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