Abstract
A college student, afterschool, day-care volunteer program for primary grade children with manifest or incipient emotional problems is reported. Attitudes differentiating volunteers from nonvolunteers and changes in volunteer attitudes following participation in the program are identified. A description of the program itself, including objective process data and evaluation of outcome indices is presented. Interrelations among various process measures, among the several outcome measures, and, finally, between process and outcome measures are summarized.
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