££5 j5 7 Cop- / A STUDY OF STUDENT ADJUSTMENT AT VARYING GRADE LEVELS IN HIGH SCHOOL A Thesis Submitted In t o t h e Committee Partial Fulfilment on G r a d u a t e S t u d i e s of the Requirements for the Degree of Master o f A r t s , i n the Department University of Education, of B r i t i s h Columbia. by Leslie Regina, April J . Groome Saskatchewan. 16, 1948. i A STUDY OF STUDENT ADJUSTMENT AT VARYING GRADE LEVELS IN HIGH SCHOOL S i n c e educators today c o n s i d e r the development of t h e p e r s o n a l i t y of s t u d e n t s t o be an important f u n c t i o n of the s c h o o l , the w r i t e r attempted t o measure the growth of p e r s o n a l i t y d u r i n g the h i g h - s c h o o l p e r i o d . i t was hoped t o d i s c o v e r how From an a n a l y s i s of the r e s u l t s , the s t u d e n t s ' p s y c h o l o g i c a l needs v a r i e d as t h e y went t h r o u g h h i g h s c h o o l , and what t h e t i o n s were f o r a guidance program. The C a l i f o r n i a Test o f P e r s o n a l i t y was 720 implica- administered to s t u d e n t s i n K i t s i l a n o High S c h o o l , Vancouver, B.C. These s t u - dents are b e l i e v e d t o be r e p r e s e n t a t i v e o f the academic and socio-economic high schools. ability background of the s t u d e n t s i n the Vancouver One hundred and seventy-two boys and 1.55 g i r l s were t e s t e d i n grade e i g h t , 1 2 6 boys and 1 2 5 g i r l s i n grade t e n , and 74 boys and 68 g i r l s i n grade t w e l v e . In g e n e r a l , t h e r e was no d i f f e r e n c e between t h e mean s c o r e s of boys and g i r l s w i t h i n each grade. Only f i v e of 3 9 d i f - f e r e n c e s were t h r e e times as l a r g e as t h e i r r e s p e c t i v e s t a n d a r d errors. The p e r s o n a l i t y development of the boys from Grade V I I I t h r o u g h Grade X I I was i n the same p e r i o d . compared w i t h the growth shown by t h e D i f f e r e n c e s between mean s c o r e s of the girls two sexes f o r the v a r i o u s components o f the t e s t l e d t o the f o l l o w ing observations: ( 1 ) F o r both sexes, h i g h e r means were found i n the l a t e r grades i n t o t a l and s e l f - a d j u s t m e n t , and in self-reliance, p e r s o n a l worth, ' belonging, a n t i - s o c i a l feeling t e n d e n c i e s and of school relations; (2) T h e r e was social little skills, change and in social-adjustment, f a m i l y and (3) I r r e g u l a r d e v e l o p m e n t was community relations; found i n p e r s o n a l f r e e d o m , w i t h d r a w i n g t e n d e n c i e s and social standards; (4) S c o r e s o f t h e g i r l s of t h e boys t e n d e d t o i n c r e a s e and to remain stationary those i n nervous symptoms; (5) In dicated that The only the mean s c o r e s ten was general, significant negative difference o f boys between i n grades twelve and i n withdrawing tendencies. grade-level differences i n mean s c o r e s i n - s t u d e n t s i n g r a d e e i g h t were n o t a s w e l l as t h o s e i n g r a d e t e n , and s t u d e n t s i n grade t h a n t h o s e i n g r a d e t w e l v e i n most adjusted ten ranked components o f t h e California Test of P e r s o n a l i t y . The mean d i f f e r e n c e s between g r a d e s and t e n t e n d e d t o be fairly l a r g e , w h i l e the f r o m g r a d e s t e n t o t w e l v e were f o u n d t o be changes called for particular (1) N e r v o u s and symptoms, s e l f freedom grade attention VIII; appeared reliance, from a n t i - s o c i a l eight i n means s m a l l e r and more From t h e t e s t , d a t a , t h e components o f which lower personality to be: social skills tendencies i n erratic. (2) S o c i a l skills and as w e l l as t o t a l f a m i l y and community relations social-adjustment i n the upper grades; (3) P e r s o n a l w o r t h , feeling o f b e l o n g i n g and s t a n d a r d s f o r g r a d e - t e n boys; freedom twelve Sense social of p e r s o n a l and w i t h d r a w i n g t e n d e n c i e s f o r g r a d e boys; (4) F r e e d o m f r o m n e r v o u s symptoms i n the upper grades; (j>) P e r s o n a l f r e e d o m In addition The year s c o r e s would, e x p e r t g u i d a n c e and especially i f the test help to correct e v i d e n c e p o i n t s t o t h e need designed t o enable p u p i l s i n the t r a i t s adjustment. girls. to the g e n e r a l a r e a s o u t l i n e d above, w i t h v e r y low t e s t require f o r grade-twelve i n which t h e i r c e r t a i n students results their were maladjustments. f o r a guidance t o improve s c o r e s suggest valid, program from y e a r t o unsatisfactory ACKNOWLEDGEMENTS This i n v e s t i g a t i o n w o u l d have b e e n i m p o s s i b l e the wholehearted staff c o o p e r a t i o n and help of the K i t s i l a n o administered. Principal, Mr. painstakingly interest, the w r i t e r o f f e r s Schools, i s due t o Mr. J . G o r d o n , and t o t h e c o u n s e l l o r s , M i s s Finally, High and q u e s t i o n n a i r e s were S p e c i a l indebtedness B. E . Wales f o r t h e i r sections o f the P r i n c i p a l and J u n i o r and S e n i o r V a n c o u v e r , B. C. where t h e t e s t s without J . E . C a s s e l m a n and c o o p e r a t i o n and e f f o r t . h i s t h a n k s t o h i s w i f e who checked the s t a t i s t i c a l and b i b l i o g r a p h i c a l o f the t h e s i s . L.J•G• ii TABLE OF CONTENTS Page L I S T OF TABLES vi LIST OF GRAPHS v i i Chapter I. INTRODUCTION . II. REVIEW OF LITERATURE .. R e l i a b i l i t y and V a l i d i t y a l i t y Tests 1 h of Person5" Patterns of Behaviour I n d i c a t i v e of Maladjustment • Teachers a b i l i t y to diagnose maladjustment Normal b e h a v i o u r p a t t e r n s . . . . . . . . . . . . . Maladjusted behaviour patterns 10 1 Factors Related to Maladjustment The d i f f i c u l t i e s a n d methods o f d i a g n o s i s ..................... Causes o f M a l a d j u s t m e n t P h y s i c a l c a u s e s o f m a l a d j u s t m e n t ... I n t e l l i g e n c e as a c a u s a l f a c t o r . . . . P s y c h o l o g i c a l causes Of p e r s o n a l m a l a d j u s t m e n t ....... 'Of s o c i a l m a l a d j u s t m e n t Age o f Onset of Specific 21 2k 2$ 28 30 31 38 5h THE INVESTIGATION The The 21. Forms o f Maladjustment III. 11 l£ 17 60 Measuring Instrument ................. T e s t i n g Program The s c h o o l s t e s t e d Comparison o f t h i s sampling w i t h the c i t y a s a whole iii 60 62 62 63 C h a p t e r >. III. Page continued Comparison o f Test R e s u l t s w i t h R a t i n g s o f T e a c h e r s and C o u n s e l l o r s •• IV. 69 PRESENTATION OF THE TEST DATA C o m p a r i s o n o f t h e Sexes W i t h i n E a c h Grade • 75 Evidences o f Grade-Level Differences i n P e r s o n a l i t y Components . . . . . . . . . . . . . . . . . . . 9k RECOMMENDATIONS Review of Suggestions Implications Found i n L i t e r a t u r e f o r a G u i d a n c e Program . ....... SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 105 105 116 121 122 131 132 136 11*0 1 i;0 Summary Recommendations 102 105" FOR GUIDANCE WORK Recommendations f o r s t u d e n t s w i t h l o w test scores •••• Recommendations f o r s e x d i f f e r e n c e s i n p e r s o n a l i t y w i t h i n each grade ......... L i t e r a t u r e r e g a r d i n g growth i n p e r s o n a l i t y t r a i t s during high school Recommendations f o r t h e a r e a s o f p e r s o n a l i t y i n which n e g l i g i b l e i n c r e a s e s were f o u n d . . . . . . . . . . . . . . . . . . . . . . . . . . . . E r r a t i c s c o r e s o f the boys i n p e r s o n ality traits S u g g e s t i o n s t o a d j u s t g u i d a n c e t o meet the s p e c i a l needs o f t h e b o y s a n d o f the g i r l s VI. 69 Comparison o f the P e r s o n a l i t y Development o f Boys a n d G i r l s C o n s i d e r e d S e p a r ately Statement o f Areas o f P e r s o n a l i t y R e q u i r i n g A t t e n t i o n o f T e a c h e r s and C o u n s e l l o r s . V. 65 and T h e i r F u r t h e r R e s e a r c h Needed iv Limitations ..... l l ; 0 li|2 Page APPENDIX lk$ A p p e n d i x IA Questionnaire Given Home-room T e a c h e r s . II4.5 A p p e n d i x IB Questionnaire Given t h e C o u n s e l l o r s .... II4.8 BIBLIOGRAPHY Ik9 v L I S T OF TABLES Table 1. Page Numbers o f P u p i l s C l a s s i f i e d g o r i e s by T e a c h e r s , Tests i n Various Cate- and C l i n i c i a n s ....... 2. Numbers o f S t u d e n t s 3. Median I n t e l l i g e n c e Q u o t i e n t s o f Students i n K i t s i l a n o and i n A l l V a n c o u v e r S c h o o l s C o n t i n g e n c y C o e f f i c i e n t s Between t h e O p i n i o n s o f T e a c h e r s and C o u n s e l l o r s and T e s t R e s u l t s ... k» 5. Tested Sex D i f f e r e n c e s i n T e s t 13 62 i n E a c h Grade 63 67 Components i n Grade VIII . 70 6. Sex D i f f e r e n c e s i n T e s t Components i n Grade X ... 72 7. Sex D i f f e r e n c e s i n T e s t Components i n Grade X I I . 7k 8. Grade-Level D i f f e r e n c e s i n Test G i r l s i n Grades V I I I and X I I Grade-Level D i f f e r e n c e s i n Test Boys i n G r a d e s V I I I and X I I 9. 10. 11. 12. 13. 111.. lj?. 16. 17. Components f o r 81 Components f o r 83 Grade-Level D i f f e r e n c e s i n Test G i r l s i n G r a d e s V I I I and X Components f o r Grade-Level D i f f e r e n c e s i n Test Boys i n G r a d e s V I I I and X •• Components f o r Grade-Level D i f f e r e n c e s i n Test G i r l s i n G r a d e s X and X I I Components f o r Grade-Level D i f f e r e n c e s i n Test Boys i n G r a d e s X and X I I Components f o r P e r c e n t i l e D i f f e r e n c e s f o r the C o m p a r i s o n s f o r E a c h Sex Grade-Level 8$ 87 8? 91 Grade D i f f e r e n c e s i n T e s t V I I I and X I I Components f o r G r a d e s Grade D i f f e r e n c e s i n T e s t V I I I and X Components f o r G r a d e s Grade D i f f e r e n c e s i n T e s t X and X I I Components f o r G r a d e s vi • 93 97 99 101 L I S T OF GRAPHS Graph 1. 2. 3. Page C o m p a r i s o n o f t h e Mean P r o f i l e s a t V a r y i n g Grade L e v e l s •*•• of the G i r l s 77 C o m p a r i s o n o f t h e Mean P r o f i l e s o f t h e Boys a t V a r y i n g Grade L e v e l s . . . . . « • •••••••• 78 C o m p a r i s o n o f t h e Mean P r o f i l e s Levels 95 vii o f t h e Grade ••••••• CHAPTER I INTRODUCTION The a d e q u a c y o f any s c h o o l ' s p r o g r a m by the e x t e n t its to t o w h i c h i t meets students. In the p a s t , be c h i e f l y little "Whereas, in needs were and However, i n t h e minds i n emphasis Other authors Worth 1 to be similar (255,p»53) another living conceives way, effective these responsibility education of the i n d i v i d u a l f o r environment." o b j e c t i v e s ares and c i v i c living, vocation." t h e aims o f self Stated i n realization, and wholesome human r e l a t i o n s h i p s , efficiency 1. i n his social and o b j e c t i v e s of education f o r t h e " d e v e l o p m e n t and t r a i n i n g effective on purposes are of l i f e h e a l t h , r e c r e a t i o n , and list emphasis a t t h e t u r n o f t h e c e n t u r y was c a s t i n terms o f a s p e c t s as c i t i z e n s h i p , This (126,p.2): i t i s o f t e n a s s e r t e d , the overwhelming dominately today." " and o f modern i s p o i n t e d o u t by Koos preparation for college f o r selected pupils, such skills, f u n c t i o n of the s c h o o l program. p u r p o s e and p r a c t i c e now considered the development of p e r s o n a l i t y i s c o n s i d e r e d be an i m p o r t a n t difference these needs o f p l a c e d on t h e d e v e l o p m e n t o f a w e l l - rounded p e r s o n a l i t y . to determined the i n d i v i d u a l t h e a c q u i s i t i o n o f knowledge e m p h a s i s was educators, is economic (160a). See r e f e r e n c e numbers 5 U , 7 5 , lUl, 225, 255. (2) The D e p a r t m e n t of Supervisors t i o n of the N a t i o n a l (159,p.5), as 19k0 in emphasis "When we training we will in skills child." An include to the n e g l e c t programs increasing ality From cover of p e r s o n a l i t y the w r i t e r an a n a l y s i s school, program. life a r e becoming and and depends." t h e d i r e c t o r s who plan aware o f t h e of "whole Canada of studies to students. considers an i n v e s t i g a t i o n i n t o be o f p r i m a r y during importance. the high school needs v a r y a s t h e y and what t h e i m p l i c a t i o n s In the person- i n v e s t i g a t i o n , i t i s hoped i n what ways t h e s t u d e n t s * through high one- development chooses to i n v e s t i g a t e of t h i s late change to the development of the needs o f t h e development o f p u p i l s guidance the present number o f t h e p r o v i n c e s therefore, as importance of the a guidance program i n the course The w r i t e r , field, that Instruc- occurred. of the e m o t i o n a l i n Canada the emphasis meet t h e p e r s o n a l i t y field great p r o g r a m has y e t to r e c o g n i z e w o u l d a p p e a r , however, educational this begin any d e v e l o p m e n t upon w h i c h o u r f u t u r e n e e d t o change the that of writing of e d u c a t i o n towards i n t e l l e c t u a l personality now are not convinced a r e c o n v i n c e d o f t h e supreme sided bias the Education Association, i n the e d u c a t i o n a l personality, It and D i r e c t o r s period. to d i s go are f o r a (3) The p u r p o s e of t h i s s t u d y i s t o compare ment, as m e a s u r e d by t h e C a l i f o r n i a grades e i g h t , t e n and t w e l v e . of the t e s t s w i l l the implications constitute student Test of P e r s o n a l i t y , The r e s u l t s o f t h e the b a s i s f o r a guidance adjust- analysis f o r a discussion program. in of CHAPTER I I REVIEW OF LITERATURE Literature dealing with ality adjustment a t v a r y i n g ally, not a s i n g l e study junior and s e n i o r ture. This experimental formulation The The patterns line, will For confine be d i v i d e d i n t o t h r e e deal with the r e l i a b i l i t y The s e c o n d itself to t h e f o r the main sections. section, describing i n d i c a t i v e o f maladjustment, w i l l the readings on t h e a b i l i t y of teachers next, normal behaviour of maladjustment. the v a r i o u s The t h i r d tor e - section and w i l l a d e s c r i p t i o n o f t h e methods and d i f f i c u l t i e s The c a u s e s o f i n a d e q u a t e p a t t e r n s as p o s s i b l e w i t h o f P e r s o n a l i t y under adjustment. out- p a t t e r n s ; and causes o f maladjustment convenience, the p s y c h o l o g i c a l social i n the l i t e r a - and v a l i d i t y o f be d i v i d e d i n t o p h y s i c a l , i n t e l l e c t u a l closely Test will the p a t t e r n s diagnosis. will therefore, questionnaires. deal with include p u p i l s was f o u n d problem. these p a t t e r n s ; finally, Specific- comparing p e r s o n a l i t y adjustments o f will, of behaviour first, cognize of this person- i s meagre. evidence which formed the background will personality grade l e v e l s high-school chapter chapter first a comparison o f student of of behaviour and p s y c h o l o g i c a l . ones a r e c l a s s i f i e d as t h e components o f t h e C a l i f o r n i a t h e two main h e a d i n g s o f s e l f and (5) Reliability and V a l i d i t y of Personality There i s c o m p a r a t i v e l y bility in and v a l i d i t y part little Tests information of personality t e s t s . to the d i f f i c u l t y of obtaining on t h e r e l i a - This lack such data, i s due and i n p a r t t o d i s a g r e e m e n t among t e s t - m a k e r s on what c o n s t i t u t e s a criterion The be of adjustment. reliability comparable ability o f p e r s o n a l i t y t e s t s has b e e n f o u n d t o to that and a c h i e v e m e n t . of P e r s o n a l i t y r e p o r t the be intermediate Forlano, The c o r r e l a t i o n s were agreement t h a t Greene, E i s e n b e r g standardized range from Pintner b a s e d on P i n t n e r ' s are i n inventories the r e l i a b i l i t y was g i v e n studied Their the r e l i a b i l i t y first study "Aspects of P e r s o n a l i t y t o 58 b o y s and U2 g i r l s t e s t was r e p e a t e d f o u r was h i g h . personality In their studies, and F o r l a n o was f o u n d t h a t and T r a x l e r ,7k t o . 9 1 . rating personality. inventory corrected However, t h e y do n o t a g r e e on t h e degree o f r e l i a b i l i t y . scores study to formula. do p o s s e s s r e l i a b i l i t y . for s e r i e s used i n t h i s w i t h 792 c a s e s b y t h e s p l i t - h a l v e s method Pintner, Test the c o e f f i c i e n t s of r e l i a b i l i t y f o r and s e c o n d a r y t h e Spearman-Brown general t e s t s of mental The a u t h o r s o f t h e C a l i f o r n i a i n the neighbourhood o f . 9 0 . obtained by o f many w i d e l y u s e d of devices (176,p.97) was Inventory." The i n g r a d e V. t i m e s a t i n t e r v a l s o f two weeks. the s t a b i l i t y o f the scores The a u t h o r s c o n c l u d e d f r o m t h i s The It f o r each i n d i v i d u a l evidence that (6) "children tend t o be c o n s i s t e n t i n t h e i r What we a r e m e a s u r i n g fluctuates and responses i s n o t some u n i m p o r t a n t f r o m d a y t o day, b u t r a t h e r (25) B e n t o n and S t o n e and N e p r a s h (1610 f o u n d Likethe per- after an i n t e r v a l (175) gave a week o r two. A that later study by P i n t n e r the consistency increases marking study cent and F o r l a n o of response s l i g h t l y with age. to p e r s o n a l i t y They d e f i n e o f i t e m s t h e same way a f t e r questionnaires consistency found f o r a d u l t s . substantiates q u i t e the opposite, questionnaires Lentz (6°,p.333), same c o n c l u s i o n s Tyron A study scores The (229) are r e l i a b l e . who f o r 71 p e r comparable t o by E i s e n b e r g the f i n d i n g s of P i n t n e r ality and Wesman and F o r l a n o that Traxler of high reliability. s t u d i e d 3 0 0 c h i l d r e n , a g e d 11 and 12 She r e p o r t s i n d i v i d u a l d i f f e r e n c e s i n emotional (227), and R a t i n g person- u s e d t h e r e t e s t method, b o r e o u t t h e s e ment as measured b y a q u e s t i o n n a i r e . constant (69) The i n v e s t i g a t i o n b y d e t e r m i n e t h e c o n s t a n c y and g e n e r a l i t y o f e m o t i o n a l Tests as the two-week i n t e r v a l s . o f t h e c h i l d r e n had c o n s i s t e n c y those evidence does n o t i n d i c a t e t h a t c h i l d r e n a r e more i n c o n s i s t e n t than a d u l t s a r e ; i t suggests and that s o m e t h i n g more b a s i c centage o f changed r e s p o n s e s d i d n o t v a r y to trait s t a b l e i n t h e p e r s o n a l i t y make-up o f t h e c h i l d . " wise, of • • • • • i n a very Devices complete survey years, adjust- consistent adjustment. o f t h e "Use o f i n A p p r a i s a l of P e r s o n a l i t y , " reports (7) numerous s t u d i e s tests.. ality One can study of ment i n the found and edition. 138 these (216) value The The of the the inventories traits inventory. The and faculty ratings similar in .3I4.8. I t was i t prevailed at rating noisy overlooking often the However, the ratings and the was quiet, validity the the out Bell s t u d e n t s as number poorly Hence, t h e of correlations varied and Washadjust- Mechanics weaknesses of cases; such adjusted i n d i v i d u a l * the may of student several small made Inventory the i n d i c a t o r s of there 1939 scores t o many i n a c c u r a c i e s , generous* 193k sections Bell .165* that a relatively retiring classroom a c t i v i t i e s . the faculty ratings s u p p r e s s e d m a l a d j u s t m e n t s w h i c h were n o t day a l l Inventory, several to authors point aggressive (52) R o c h e s t e r Athenaeum and were s u b j e c t have b e e n too the concluded valid validity. Inventory, comparing v a r i e d from - . 3 1 9 t h e i r .study: t h e r e faculty Smith c o r r e l a t i o n s between the b u r n e i n v e n t o r i e s were n o t Institute. and measure- with f a c u l t y ratings to Washburne I n v e n t o r y and to person- measures of B e l l Adjustment s t u d e n t s on from - . 2 9 8 low investigated d e t e r m i n e d by on that instruments of Washburne S o c i a l A d j u s t m e n t the ment as latter was between the the Clarke Validity students personality reliability, reveals and for above e v i d e n c e to v a l i d a t e limited validity. edition, by attempts Symonds prognostic the possess high personality f i e l d (207), Strang high r e l i a b i l i t y conclude from r a t i n g devices A and which found as and faculty may have been h i d d e n visible in and day-to- faculty ratings may (8) have b e e n i n v a l i d rather Other papers a l s o o f v a l i d a t i o n so on the basis have f o u n d are not bility of f a r employed. and teachers' highly reliable. of teachers the stressed teacher that than teachers' defined reliability variance to total (133,p.27), consider opinions counsellors* ing there or w i t h d r a w i n g oneself, thrust of the social teachers to r a t e (218,p.116) students' t i o n between the However, the the only low of true Wickman Laycock (21*0,pp. 159-60) i n teachers' and o f p e r s o n a l i t y s u c h as skills, or not In a d d i t i o n , normally the of p e r s o n a l i t y t r a i t s of teachers' estimates i n p a r t f o r the a s s e s s m e n t and validity com- as for This of small c o r r e l a - test of teachers' retir- a t t i t u d e s about personality accurately. unreliability f a c t o r causing "ratio Burt makes i t e v e n more d i f f i c u l t account teachers' tendencies. and teachers. tendency towards u n r e l i a b i l i t y p u p i l p e r s o n a l i t y may that industry, t r y to measure, a r e intercorrelation Terman relia- t h a n t h e y were i n reliability Many a r e a s a t t e n t i o n of shown by the the i . e . freedom from e r r o r . " which q u e s t i o n n a i r e s upon the plexity s t u d y as is little action, i n assessing neurotic (152,pp.306-7), ratings. studies p u p i l s , found character and attempted Yet i n a study of their more r e l i a b l e variance, ratings. methods of p e r s o n a l i t y adjustment (1;2), Burt i n his Mitchell that weaknesses i n the counsellor special abilities results. Validation i s often a t t a i n m e n t i n s c h o o l work, and assessing the assessment of t e n d e d t o be test results. ratings is not measures f o r p e r s o n a l i t y (9) questionnaires. validity tests Strang i s lowered (207,p.211) p o i n t s out t h a t the by v a r i o u s s o u r c e s o f e r r o r s w i t h i n t h e themselves: a) Students good b) to every i n d i v i d u a l * interprets the items each i n terms o f h i s own e x p e r i e n c e and i m m e d i a t e mood; A satisfactory criterion ficult, of v a l i d i t y i s dif- i f not impossible, to obtain; Chance e n t e r s i n t o personality e) t o make a i n t h e i n v e n t o r y do n o t p r e s e n t same s t i m u l i person d) incentive showing; Questions the c) have a n a t u r a l s c o r e o f many tests; A psychologically ed p e r s o n the t o t a l sophisticated, c a n answer maladjust- the q u e s t i o n s i n such a way a s t o o b t a i n a f a v o u r a b l e s c o r e . To these sources of errors Symonds and J a c k s o n they concluded s h o u l d be added t h a t f o u n d b y (216).. After that the s e c l u s i v e surveying questionnaires, type of student tends to r a t e h i m s e l f t o o low, and t h e b o i s t e r o u s r a t e himself too h i g h i n adjustment. The authors of the C a l i f o r n i a v T e s t manual o f d i r e c t i o n s (53,P»U) any instrument but also ter p o i n t i s an i m p o r t a n t of P e r s o n a l i t y i n the c a u t i o n that "the v a l i d i t y o f i s d e p e n d e n t n o t o n l y upon i t s i n t r i n s i c upon t h e manner i n w h i c h i t i s t o be u s e d . nature The l a t - c o n s i d e r a t i o n i n the v a l i d a t i o n o f (io) instruments device of • i n the p e r s o n a l i t y or questionnaire field." i s well Unless known t o t h e the r a t i n g administrator t h e t e s t , and i t s w e a k n e s s e s and s t r e n g t h s known t o h i m through experience, ality t h e n , i n no t r u e t e s t r e s u l t s be c o n s i d e r e d personality can the p e r s o n - t o be v a l i d measurements o f adjustment. Though h i g h v a l i d i t y found, a r e p o r t of personality b y Greene and S t a t t o n ever p e r s o n a l i t y stantial sense, tests tests (93) has n o t b e e n suggests t r y t o measure, t h e t e s t s that a r e i n sub- a g r e e m e n t i n t h e i r measurements o f many a r e a s justment. These men c o r r e l a t e d the r e s p e c t i v e Bell Adjustment Inventory, the Bernreuter tory and t h e W i l l o u g h b y E m o t i o n a l M a t u r i t y of the Personality Scale. Inven- Greene Statton the test factors for group, though n o t f o r i n d i v i d u a l , d i f f e r e n t i a t i o n . to date to indicate must be c o n c l u d e d , have r e v e a l e d On t h e o t h e r therefore, that t h e t e s t s were useful on t h e one hand, t h a t few for personality a r e some i n d i c a t i o n s that studies tests. t h e methods so f a r a r e n o t i n t h e m s e l v e s v a l i d , and high of Behaviour Before t h e y found between i t has n o t yet. b e e n p r o v e n t h a t do n o t p o s s e s s Patterns that high v a l i d i t y hand, t h e r e of v a l i d a t i o n used or the c o r r e l a t i o n s of ad- factors and It considered what- attempting ment, one must be a b l e the t e s t s do validity. Indicative of Maladjustment to determine to pick the causes o f m a l a d j u s t - out patterns of behaviour (11) indicative this of maladjustment. i s a difficult satisfactory haviour task, f o r there social the viewpoint In in b u t what approval or adolescent line i s not always age l e v e l the c h i l d ' s beenvironment. undesirable a t the are not n e c e s s a r i l y undesirable the c h i l d . Teachers' Can Ability teachers to Diagnose Maladjustment recognize gest maladjustment? that patterns of behaviour Most s t u d i e s o f t h i s t h e answer i s "No." Laycock which question found that teachers emphasize ards o f m o r a l i t y and i n t e g r i t y , ity, violations than difficulties patterns ( 1 3 3 ) made a s t u d y o f rather with other c h i l d r e n or r e t i r i n g He f o u n d that teachers the s e r i o u s n e s s i n almost the reverse (85) r e p o r t e d this t o 312 h i g h "for educators regulations stand- o f s c h o o l r e g u l a t i o n s and r e q u i r e m e n t s , of h i s q u e s t i o n n a i r e tendency of general author- of behaviour. Garinger violations children. transgressions against h y g i e n i s t s ranked justments sug- conclude t e a c h e r s ' r e a c t i o n s to the maladjustments of school He accept- I t i s often, t h e home o r s c h o o l characteristics between Furthermore, be- o f what i s wrong w i t h i s wrong w i t h a d d i t i o n , behaviour adult i s no s h a r p opinion, of the mental h y g i e n i s t . moreover, n o t a q u e s t i o n haviour, to current and u n s a t i s f a c t o r y b e h a v i o u r . t h a t meets w i t h able from Contrary or negative and m e n t a l of c e r t a i n types o f malad- order. same t e n d e n c y . As a r e s u l t school teachers, to magnify o f f e n c e s a n d m o r a l code a n d t o i g n o r e he f o u n d against those that school denote a (12) l a c k o f p e r s o n a l and s o c i a l in g e n e r a l agreement w i t h (2^0,pp.159-60). adjustment." These f i n d i n g s a r e the extensive Wickman c o n c l u d e s s t u d y made b y Wickman t h a t "our e x p e r i m e n t a l r e s u l t s may be summed up i n two s t a t e m e n t s : t h a t any k i n d o f b e h a v i o r and in any upon t h e i r their a t t a c k upon t h e t e a c h e r s p r o f e s s i o n a l e n d e a v o r s does s u c h b e h a v i o r e s t i m a t i o n as a s e r i o u s problem. kind of unhealthy characteristics ficult, signifies To t h e e x t e n t behavior i s free does i t a p p e a r , To t h e e x t e n t from that such a t t a c k i n g to t e a c h e r s , l e s s u n d e s i r a b l e and l e s s rise significant t o be l e s s dif- o f child, malad- justment." Contrary to the f i n d i n g s just outlined, Mitchell (152) justment was much more i n a c c o r d a n c e gists with that of psycholo- compared t h e r a t i n g s made i n 1927 b y t e a c h e r s by m e n t a l h y g i e n i s t s on c e r t a i n b e h a v i o u r children. He f o u n d He made a s i m i l a r that present-day aggressive The t h a t t e a c h e r s ' awareness o f malad- o r m e n t a l h y g i e n i s t s i n 19li-0 t h a n i t was i n 1 9 2 7 . Mitchell those indicated a s t u d y made b y traits comparison of t h e i r teachers u s u a l l y f o r 1927 was f o u n d justment. i n 1927. t o be - . 0 8 . t o be . 7 0 ; t h e c o e f Mitchell t h a t v a r i o u s e d u c a t i v e f a c t o r s had brought hygienists 19U0 r a t i n g s . o f c o r r e l a t i o n between t h e r a t i n g s o f m e n t a l h y g i e n i s t s and t e a c h e r s was f o u n d ficient problems o f c o n s i d e r e d non- more s e r i o u s t h a n d i d t e a c h e r s 19U0 c o e f f i c i e n t with to a c l o s e r concluded teachers and m e n t a l agreement on what c o n s t i t u t e s m a l a d - (13) (ll|.0,p.I83-8) L o v e l l and S a r g e n t diagnosis of maladjusted compared c h i l d r e n with teachers' clinical findings. These i n v e s t i g a t o r s gave R o g e r s ' P e r s o n a l i t y A d j u s t m e n t Scale f o r C h i l d r e n nine, t o 370 male c a s e s , grade who had b e e n r e f e r r e d t o N o r t h w e s t e r n U n i v e r s i t y Psychological opinions, Clinic the t e s t summarized by t h e i r teachers. The t e a c h e r s ' r e s u l t s and t h e examiners' were compared i n f i v e is l a r g e l y below areas of p e r s o n a l i t y . diagnosis This comparison i n Table I . TABLE I NUMBERS OF PUPILS C L A S S I F I E D IN VARIOUS CATEGORIES BY TEACHERS, TESTS AND CLINICIANS Number r e - Numb er i n dicated f e r r e d by by R o g e r s ' teachers Test Feelings of i n f e r i o r i t y 3 79 86 Family maladjustment 6 Social maladjustment 3h Physical disability Daydreaming x xx Number d i a g nosed by examiner s 86 157 X 65 131 2 0 51 3 8U 28 Not a s many f a c t o r s c o n s i d e r e d diagnosis included. as examiners' Included f i x a t i o n , over-indulgence, family discord, overstimulation. neglect, X X (110 As indicated examiners T h i s i s not to say t h a t dreaming, by inferiority r e l a t i o n s h i p s may the teacher. feelings and Only the examiners home s i t u a t i o n test found factors, •while t h e t e s t Teachers very well either 157 cases. b u t 131 diagnosed c o n s i d e r i n g many home disabilities found o n l y 65 c a s e s appear i d e n t i f y maladjusted of today adjustment -.08). (correlation socially s o c i a l maladjustment as test. shows t h a t that the evidence teachers are not able s t u d e n t s w i t h any h i g h d e g r e e study agree t o be of malad- t o be (152) indicates, more c l o s e l y w i t h m e n t a l i n 191*0 was of however, t h a t t h a n t h e y d i d i n 1927 on what symptoms i n d i c a t e was 79 c a s e s only s i x pupils Physical p r e s e n t e d by most e d u c a t o r s Mitchell's diagnose f o r they found I n c o n c l u s i o n , i t must be a d m i t t e d teachers f o r other things t o know t h e cases d i s c l o s e d m e a s u r e d by t h e R o g e r s ' accuracy. by i n f a m i l y r e l a t i o n s while the Rogers' The c l i n i c i a n s maladjusted, to caused o v e r l o o k e d by t e a c h e r s as c a u s a l f a c t o r s justment. Day- d i d n o t appear 86 c a s e s a n d t h e e x a m i n e r s , found generally and d i f f i c u l t i e s i n three cases d i d the teacher 86. having maladjustments b u t r a t h e r had or p e r t i n e n t . e a s i l y be m i s t a k e n of i n f e r i o r i t y , that t h e t e a c h e r had o v e r - more i m p o r t a n t feelings, found on t h e symptoms o f m a l - t h e symptoms f o u n d b y t h e e x a m i n e r s , considered other f a c t o r s family I, the i n v e s t i g a t o r s and t e a c h e r s d i d n o t a g r e e adjustment. looked i n Table hygienists serious .70; c o r r e l a t i o n mal- i n 1927 (15) Normal B e h a v i o u r Patterns Before p a t t e r n s of maladjusted discerned, behaviour a clear must be well-integrated are c l a s s i f i e d California picture c a n be o f what i s c o n s i d e r e d as visualized. personality, here behaviour The as under the characteristics suggested two T e s t o f P e r s o n a l i t y , namely, normal of by v a r i o u s main headings self and of properly the writers,^ the social ad- justment. In s e l f 1 2 3 h 5 6 7 8 9 10 11 12 13 ll* 15 16 17 adjustment, the individual: m a i n t a i n s good h e a l t h t h r o u g h p r o p e r l i v i n g ; knows h i s own w e a k n e s s e s and s t r e n g t h s and does n o t t r y to d e c e i v e h i m s e l f ; r e c o g n i z e s f a c t s and f a c e s them; g a i n s c o n f i d e n c e by a c c u m u l a t i o n o f m o d e r a t e successes i n s t e a d of expecting too-easy success; r e a c t s normally to emotional s i t u a t i o n s ; r e f u s e s t o w o r r y a b o u t what c a n n o t be h e l p e d ; p o s s e s s e s a wholesome a t t i t u d e t o w a r d s sex; i s temperate i n s a t i s f y i n g h i s b a s i c . n e e d s ; i s n o t e x c e s s i v e l y a r g u m e n t a t i v e or b o a s t f u l ; g e n e r a l l y f u l f i l s h i s p r o m i s e t o do s o m e t h i n g ; u s u a l l y p e r s i s t s u n t i l f i n i s h e d i n w h a t e v e r he starts; s p e a k s w i t h n o r m a l f l u e n c y - does n o t stammer; i s u s u a l l y i n favour of proposed activities; g e n e r a l l y t e l l s the t r u t h ; i s g e n e r a l l y happy, n o t e a s i l y d e p r e s s e d ; i s a c t i v e , w a n t s t o do t h i n g s , n o t s l e e p y ; i s f r e e o f n e u r o t i c t r a i t s such as b i t i n g f i n g e r n a i l s or g r i m a c i n g . In s o c i a l adjustment, the individual: 1) 2) p a r t i c i p a t e s i n and e n j o y s n o r m a l s o c i a l l i f e ; p l a y s as w e l l as works; makes e a c h c o n t r i b u t e t o the o t h e r ; 3) i s f a i r i n d e a l i n g w i t h o t h e r s ; 11) i s n e i t h e r t o o I n d e p e n d e n t nor d e p e n d e n t ; 5) i s open-minded; 6) i n h i b i t s p e r s o n a l l y and s o c i a l l y u n d e s i r a b l e m o t i v e s , t e n d e n c i e s and i m p l u s e s ; 1, See r e f e r e n c e numbers: 1, 6, 81*, 117, 195, 225, (16) seldom f i g h t s w i t h playmates; n o t o v e r - p u g n a c i o u s ; s e l d o m p l a y s t r u a n t f r o m s c h o o l o r home; i s no " t e a c h e r ' s p e t " o r "goody-goody;" a p p e a r s f r e e f r o m w o r r y and o v e r - s e n s i t i v e n e s s ; g e n e r a l l y c o n f o r m s t o r u l e s and d i s c i p l i n e ; does n o t s t e a l ; i s n o t r e t a r d e d i n s c h o o l work; i s n o t a b u l l y , a l i a r o r coward; has r e a s o n a b l e s e l f - c o n f i d e n c e ; has s a t i s f a c t o r y home and community r e l a t i o n s h i p s ; has s a t i s f a c t o r y s o c i a l s t a n d a r d s and s k i l l s ; enjoys r e l a t i v e freedom from a t t e n t i o n - g e t t i n g or s y m p a t h y - g e t t i n g mechanisms. 7 8 9 10 11 12 13 lit 15 16 17 18 Normal p e o p l e are not o n l y those l o c a t e d a t the exact c e n t r e o f a d i s t r i b u t i o n f o r any g i v e n c h a r a c t e r i s t i c s , b u t i n c l u d e many on e i t h e r (5ij-jP.2Ul) Cole side o f the c e n t r e . " n o r m a l c y i s an a r e a , not a p o i n t . be statistically in w h i c h 80 t o 85 p e r c e n t o f t h e c a s e s themselves different from adjustment concern over sorts; t o the f a c t one a n o t h e r great that students c a n be w i d e l y Cole to s o c i a l stimuli great concern over school and teachers. often attempt daydreaming. are b l i n d l y other social dislike one t h i r d to escape from They b e l o n g loyal t o these groups. lists of their uncomfortable Morally, appearance, their Normal discipline They s i t u a t i o n s by t o a crowd and go a b o u t friends, self- of a l l and s o c i a l b e h a v i o u r . a d o l e s c e n t s have o c c a s i o n a l t r o u b l e w i t h violently must o f normal a d o l e s c e n t s a s : sensitivity r e p u t a t i o n of f r i e n d s with- Teachers growth and' s e x u a l d e v e l o p m e n t ; heterosexual interests; clothes, fall." and y e t be n o r m a l . characteristics physical consciousness; I t could d e f i n e d as t h a t area o f a d i s t r i b u t i o n reconcile the According to together, and a r e i n t o l e r a n t o f i d e a l s may, o r may n o t , (17) be s o c i a l l y acceptable, and they are l i k e l y to crib on examinations unless supervised. These young people reveal no great interest i n school work and prefer a t h l e t i c s , team games and s o c i a l a f f a i r s . Doll l i s t s i n the Vineland Maturity Scale (68) the fol- lowing signs of s o c i a l maturity for an i n d i v i d u a l from 18 to 2$ years of age: goes to distant places alone; looks after own health; goes out nights unrestricted; controls own expenditures; assumes r e s p o n s i b i l i t i e s beyond his own person- al needs; performs s k i l l e d work; engages i n b e n e f i c i a l r e creation; inspires confidence; can be r e l i e d upon i n times of stress; f i l l s positions of s o c i a l t r u s t ; shares community r e s p o n s i b i l i t y ; creates his own opportunities; and promotes the general welfare. These are, i f not standards, at least goals for adolescents. Maladjusted Behaviour Patterns When a clear conception of normal adjustment has been gained, one i s better q u a l i f i e d to detect symptoms of maladjustment. Patterns of behaviour indicative of maladjustment must not be confused with causes of maladjustment. In genera f a u l t y adjustment i s the symptom of a child's losing battle for s e l f - r e l i a n c e , achievement, status i n a group, and so on. The f i r s t task of the teacher and the counsellor i s to recognize the symptoms before proceeding to a diagnosis and determination of the causes of the maladjustment. Various groupings of symptoms of maladjustment have been (18) s u g g e s t e d by writers.•*• b e t w e e n the of Ackerson there i s great (l,p.5U), $000 p r o b l e m c h i l d r e n s u f f e r i n g f r o m one different mon categories. In g e n e r a l , personality difficulties, reports who overlapping made a or more o f t h a t the 17 study 1;78 com- symptoms were* 1) R e s t l e s s , i r r i t a b l e temperament, incorrigibility, 2) D i s o b e d i e n c e , 3) R e t a r d a t i o n i n s c h o o l , Temper d i s p l a y s , " t a n t r u m s , " L i s t l e s s n e s s , l a c k o f i n i t i a t i v e and ambition, Stealing, Immature and i m p a i r e d manner o f judgment, F i g h t i n g , quarrelsomeness, v i o l e n c e , lying, E n u r e s i s beyond the t h i r d b i r t h d a y , P o o r s c h o o l work, Crying easily, Masturbation, Truancy, Ik) IS) S e n s i t i v e n e s s , 16) Worry i n e x c e s s , 17) B a s h f u l n e s s and s h y n e s s . k) 5) 6) 7) 8) 9) 10) 11) 12) 13) Slattery emotional escent (195,P»U6) i n c l u d e s o t h e r common symptoms o f maladjustment. He describes the maladjusted adol- ast 1) 2) 3) k) The b o a s t e r ; The "goody-goody" p u p i l ; The e x c e s s i v e l y a r g u m e n t a t i v e i n d i v i d u a l ; The n e g a t i v e p u p i l who i s u s u a l l y a g a i n s t any p r o p o s e d a c t i o n ; 5) The b u l l y ; 6) The p u p i l who p r o m i s e s t o do s o m e t h i n g , b u t always f a i l s t o do so, or to do i t on t i m e ; 7) The stammerer; 8) The one who c o n s t a n t l y e r a s e s w r i t t e n work; 9) The one whose i d e a s f r e q u e n t l y become b l o c k e d when he i s t r y i n g t o e x p r e s s h i s t h o u g h t s ; 10) The one who t a k e s s m a l l o b j e c t s ; 11) The one who chews h i s f i n g e r n a i l s or p e n c i l s ; 12) The one who w r i t e s sex n o t e s , who writes o b s c e n e words or draws o b s c e n e p i c t u r e s . T. See reference numbers* 6, 8"Ii^ 117, 120, 195» (19) Frederiksen (81*), d e a l i n g w i t h common e v i d e n c e s o f p u p i l maladjustment of t h e c h i l d who immature c h i l d energy to s t i c k ity. Woolf to of: some s o c i a l c o n t a c t s ; the s o c i a l l y - - a p r a n k i s h "playboy;" to a j o b ; the c h i l d (25U) f o u n d t h e one who handicapped; who feelings that maladjusted of i n f e r i o r i t y . extremely often. useful r e c o g n i z e types physical emotional hysterical moped, c u t to enable of abnormal b e h a v i o u r and a complete teachers under t h e headings symptoms o f e m o t i o n a l symptoms, e x h i b i t i o n i s m and immaturity. From t h i s c a n be s e e n pressing s u r v e y o f symptoms of secur- bitter, (51i.,pp.32U-5) l i s t s symptoms o f n e r v o u s n e s s , preoccupation, t h e one who b o y s and g i r l s whom They h a t e d p e o p l e , Cole lacks shows a l a c k s t u d i e d were s u p e r - s e n s i t i v e , s e l f - c o n s c i o u s , c l a s s e s and c r i e d and missed or i s m e n t a l l y o r p h y s i c a l l y fails had s c h o o l system, mentions t h e f o l l o w i n g more g e n e r a l symptoms: t h e u n d i s c i p l i n e d , child; he in a city literature that, on symptoms o f m a l a d j u s t m e n t , i t although authors vary i n t h e i r t h e symptoms, and i n t h e i r ness o f each symptom, way o f ex- r e g a r d f o r the s e r i o u s - n e v e r t h e l e s s , t h e r e i s much g e n e r a l agreement. A description complete without o f symptoms o f m a l a d j u s t m e n t w o u l d n o t be particular mention of the d e l i n q u e n t a d o l e s - c e n t and t h e c h r o n i c e m o t i o n a l delinquent deviate. a d o l e s c e n t s r-arely g e t i n t o Cole (5k) found h i g h s c h o o l ; do that poor (20) work; a r e i r r e g u l a r Delinquents i n attendance and do n o t l i k e are generally emotionally unstable school. and u n a d j u s t e d . "They a r e n o t r e c o n c i l e d t o s o c i e t y as i t i s constituted. They l i k e t h e wrong p e o p l e and want to do t h e wrong t h i n g s . They a r e b o r e d w i t h t h e o r d i n a r y ways o f l i v i n g and want exc i t e m e n t and c h a n g e . They r e a c t to t h e s t r e s s e s of e v e r y d a y l i f e i n u n u s u a l w a y s . They r e s e n t d i s c i p l i n e , and d i s c i p l i n e l e a v e s l i t t l e o r on e f f e c t upon them. They w i l l n o t s u b m i t t o n o r m a l s o c i a l r e s t r i c t i o n s b u t s e t a b o u t making t h e i r own s o c i e t y . A l l o b s e r v a t i o n s and t e s t s p r o d u c e t h e same r e s u l t s ; t h a t d e l i n q u e n t s d i f f e r from n o r m a l c h i l d r e n m a i n l y i n t h e i r s o c i a l and e m o t i o n a l a d j u s t m e n t s . Thus, i n one c a r e f u l s t u d y , i t was f o u n d t h a t , o f l,3l±3 d e l i n q u e n t s , 97 p e r c e n t showed s o c i a l m a l a d j u s t m e n t s , 83 p e r c e n t m a l a d j u s t m e n t s i n s c h o o l , and 77 p e r c e n t i n a b i l i t y t o a d j u s t t o t h e i r homes" (51*,p.262). Consideration al should also be g i v e n t o the n e u r o t i c o r e m o t i o n - d e v i a t e s who make up f r o m cent p o p u l a t i o n . Cole symptoms o f a s e r i o u s 3 t o 15 {5h>PP»286-315) per cent of the adoles- describes neurotic nature: N e u r a s t h e n i c symptoms: Always t i r e d , and w i t h d r a w i n g - w i t h few f r i e n d s j preoccupied Hysteria: Excitable, voluble, i r r i t a b l e , with violent outbursts; overactive F a n a t i c symptoms: C h r o n i c a t t i t u d e o f s u s p i c i o n and m i s t r u s t , f i x i t y o f i d e a s and t e n d e n c y t o b u i l d up whole systems o f i n t e r r e l a t e d i d e a s , many o f w h i c h are untrue; Feelings of i n f e r i o r i t y : (Which may be due t o a n y t h i n g r e a l o r imagined) Withdrawal e s p e c i a l l y from competitive a c t i v i t y , overcompensation; P s y c h o p a t h i c symptoms: Utter i r r e s p o n s i b i l i t y , i n a b i l i t y to l e a r n a d e q u a t e l y from e x p e r i e n c e . (21) Factors Related n e Piffleulties When t h e recognized, trouble. one Methods o f Diagnosis can then proceed with a diagnosis a d e q u a t e d i a g n o s i s of c a u s e s o f of and hazards d e f i n e d by Tiegs in identifying and Katz are the maladjustment, r e q u i r e a knowledge o f p r o v e n methods and difficulties As Maladjustment o v e r t a c t i o n s which i n d i c a t e maladjustment For teachers and to of the causes. (225,p.177), d i a g n o s i s i s " t h e p r o c e s s or t e c h n i q u e by w h i c h t h e c a u s e s of a p r o b l e m , d i f f i c u l t y , or p a r t i c u l a r p a t t e r n of m a l a d j u s t m e n t a r e i d e n t i f i e d . It involves a s t u d y o f t h e o r i g i n and d e v e l o p m e n t o f the d i f f i c u l t y and embraces a c o n s i d e r a t i o n o f s u c h f a c t o r s as c a p a c i t i e s , a b i l i t i e s , s k i l l s , s p e c i a l t a l e n t s , s p e c i a l d i s a b i l i t i e s , work methods and a c h i e v e m e n t s . More p a r t i c u l a r l y , i t i n v o l v e s a c a r e f u l and c o m p r e h e n s i v e i n v e s t i g a t i o n and e v a l u a t i o n o f a p a r t i c u l a r p a t t e r n o f m a l a d j u s t m e n t i n t h e l i g h t o f the f a c t o r s p r e s e n t e d above." The task one, of accurate beset with Jersild these (115), various deals with are diagnosis numerous p r o b l e m s and Allport (1*), and obstacles. highly emotionalized dangers of m i s r e p r e s e n t a t i o n ( f o r example, r e g a r d i n g spoiled or c o n c e i t e d ) one error. that, of the not only Carberry areas most c o n s t a n t i s there and these no since (188), out diagnosis of e x p e r i e n c e , " o n l y " c h i l d r e n as the .there "halo line Jersild pre- being effect" d i s c o n c e r t i n g sources problems, sharp point (1*7) that, Rugg because of t r a d i t i o n a l or b e c a u s e o f I n a d d i t i o n to pitfalls. Rugg r e a s o n s judices is i s , therefore, a d i f f i c u l t points which of out between what m i g h t be (22) considered there the as i d e a l b e h a v i o u r and b e h a v i o u r d i s o r d e r s , but i s a l s o t h e p r o b l e m o f whether t h e t r o u b l e l i e s student, school, w i t h i n t h e r e q u i r e m e n t s and c o n d i t i o n s o f t h e o r w i t h i n t h e s o c i a l customs and Common s o u r c e s standards. o f e r r o r i n the d i a g n o s i s ment m e n t i o n e d b y A l l p o r t 1) within (k) of maladjust- include: O v e r - s i m p l i f i c a t i o n on a c c o u n t o f t h e l i m i t ations o f human i n t e l l e c t , judices of various and e m o t i o n a l pre- kinds; 2) C e n t r a l t e n d e n c y o f j u d g m e n t s , i . e » , j u d g e s 3) a v o i d extreme v a l u e s on r a t i n g scales; The t e n d e n c y t o g i v e complimentary judgment when i n d o u b t . Kanner (ll6,p.U60) cautions t h a t the d i s c o v e r y c a u s e s depends upon the r e c o g n i t i o n o f t h e f a c t of a particular maladjustment mined b y m e r e l y o b s e r v i n g that can seldom, i f ever, the m a n i f e s t a t i o n s . all of misbehavior." Hence, i t i s i m p o r t a n t the c o n t r i b u t i n g f a c t o r s . This fact "causes be d e t e r - No s i n g l e cause o r s e t o f causes i s always a s s o c i a t e d w i t h kind of the a certain t o be aware o f presupposes the need f o r an o b j e c t i v e a n d o r d e r l y p r o c e d u r e i n g a t h e r i n g data by and f r o m many p e r t i n e n t s o u r c e s . Tiegs and Katz Van A l s t y n e (225), Griffin, S i m i l a r emphases a r e made L a y c o c k and L i n e (9k,p.85) (231). Some g e n e r a l suggestions (225,p.199) regarding o f f e r e d by T i e g s and K a t z the a p p r o a c h t o d i a g n o s i s a r e : (23) 1) Be c o n t e n t w i t h w a t c h f u l w a i t i n g u n t i l s u r e a problem e x i s t s ; 2 ) Be c a u t i o u s i n a s k i n g q u e s t i o n s o f an i n t i m a t e nature. Do n o t be t o o a g g r e s s i v e ; 3 ) Keep a s y m p a t h e t i c a t t i t u d e a t a l l t i m e s . The p u p i l s h o u l d f e e l t h a t t h e e x a m i n e r i s on h i s side; 1*) Do n o t . b e o v e r - c r i t i c a l . A s t u d e n t needs s e c u r i t y r a t h e r than c r i t i c i s m ; 5 ) Keep a sense o f humour; 6) A v o i d q u i c k d e c i s i o n s ; 7) Use s i m p l e , u n d e r s t a n d a b l e language; 8) When n e c e s s a r y , temper sympathy w i t h s t e r n n e s s . Do n o t l e t t h e s t u d e n t f e e l t h a t he can "get b y . " Laycock cord cards formation (9U>P»85) c o n s i d e r s t h a t s t e r e o t y p e d forms o f r e - o f t e n s u p p l y a minimum o f s i g n i f i c a n t about a p a r t i c u l a r the data collected, the case i n a manner t h o r o u g h l y most i m p o r t a n t he interpretation are on hand and the s h o u l d be critically descriptive objective." accounts of Further, i t i s to d i s c r i m i n a t e between f a c t s other people. reserved u n t i l as Diagnosis a l l available facts analysed. d i a g n o s t i c a p p r o a c h to c l a s s r o o m same, w h e t h e r useful i n - " I t i s much b e t t e r , w i t h " f a c t s " r e p o r t e d by and ially simple f o r the t e a c h e r knows them and The to w r i t e child. and i t be problems i s e s s e n t - recommended by Kanner, L a y c o c k , o r T i e g s and Katz. l i n e d by Laycock (9l+,pp. 8 5 f f ) i s summarized. the need i n d i a g n o s i s f o r the Van For b r e v i t y , Alstyne, the one out- Laycock s t r e s s e s following information: 1) I n f o r m a t i o n f r o m the s c h o o l b o a r d - ( f r o m the cumulative r e c o r d card i f p o s s i b l e ) - b i r t h d a t e , age on e n t e r i n g s c h o o l , days i n e a c h g r a d e , days a b s e n t , a c h i e v e m e n t , f r e q u e n c y o f changes o f s c h o o l s , m e d i c a l r e c o r d , d e f e c t s , i l l n e s s e s , etc; (21*) 2) I n f o r m a t i o n from the p a r e n t s - p o s i t i o n i n f a m i l y , e a r l y d e v e l o p m e n t , s l e e p i n g and r e c r e a t i o n f a c i l i t i e s , socio-economic status, a t t i t u d e of f a m i l y t o c h i l d and o f c h i l d t o child; 3) Information concerning classroom behaviour a written description of chief characteristics o f t h e c h i l d as o b s e r v e d i n c l a s s r o o m - h a b i t s of o v e r t a c t i o n , nervous h a b i t s , speech, l a n g uage, work h a b i t s , s p e c i a l i n t e r e s t s * k) I n f o r m a t i o n f r o m t h e c h i l d - b y p e r s o n a l i n t e r view, i n t e l l i g e n c e t e s t s , e d u c a t i o n a l t e s t s , e t c . Tiegs formation ratings, and K a t z , and Van A l s t y n e f o r diagnosis from personality tests, o b t a i n the necessary t h e u s e o f q u e s t i o n n a i r e s and source folders, i n f o r m a t i o n a b o u t community i n f l u e n c e s . objective of and s c i e n t i f i c definite scores A knowledge o f t h e s e combined w i t h work w i l l o b s e r v a t i o n , and Baker (1$) s t r e s s e s e v a l u a t i o n o f s u c h .data b y t h e u s e a s c a l e s u c h as t h e D e t r o i t S c a l e which assigns in- of Behavior Factors. to 6 6 f a c t o r s . recommended methods o f d i a g n o s i s an a w a r e n e s s o f t h e s o u r c e s o f e r r o r s i n such do much t o e l i m i n a t e m i s t a k e n j u d g m e n t s o f t h e causes of maladjustment. Causes o f M a l a d j u s t m e n t The causes o f maladjustment a r i s e from the i n a b i l i t y o f the student t o meet h i s own p e c u l i a r p h y s i c a l a n d p s y c h o l o g i - cal needs. The m a l a d j u s t m e n t a lack of e f f o r t , as t o t h e s t u d e n t ' s methods o f d e a l i n g w i t h of aggression, If seems t o be due, n o t so much t o h i s problem, choice of u n d e s i r a b l e such a s , extreme forms compensation or escape. a teacher i s to be c a p a b l e of diagnosing unsatisfied (25) needs, she must have a sound knowledge o f t h e fundamental p s y c h o l o g i c a l r e q u i r e m e n t s of each i n d i v i d u a l . are not separate i d e n t i t i e s operating t h e need " i n every case, i s p a r t o f a t o t a l p a t t e r n or scheme o f v a l u e s , i n - v o l v i n g b o t h t h e i n d i v i d u a l and h i s e n v i r o n m e n t . " ation o f needs purposes. one i s done, t h e r e f o r e , (171), s u g g e s t e d by P a r k and B u r g e s s (178,p.llU). Prescott t h r e e main g r o u p s : p h y s i o l o g i c a l , integrative. into physical, The w r i t e r P h y s i c a l Causes of and i n use s u c h as by Frank (82), divides social tion how tend to f o s t e r every i l l n e s s to f i n d dealt mental hygiene etc." Meyers (157) personality No line of a c h i l d social ego them He with "is a psycho- of s e p a r a - that by physical illustrates makes i t h a r d e r f o r t h e p a r e n t adjustment Physical disabilities contends defects. n o t t o s p o i l him by o v e r - m o t h e r i n g and, child be drawn b e t w e e n m e n t a l and p h y s i c a l h y g i e n e the p r o f e s s i o n a l w o r k e r . defects will medicine, psychiatry, psychology, euthenics, s h o u l d be and Maladjustment of aspects of b i o l o g y , analysis, or psychological. A c c o r d i n g to Bosset ( 3 5 , p . 3 ) , mosaic the into study, grouped The p h y s i c a l c a u s e s o f m a l a d j u s t m e n t first. t h e needs or s t a t u s , has, i n t h i s intellectual Categoriz- merely f o r d e s c r i p t i v e T h e r e a r e many c l a s s i f i c a t i o n s by P r e s c o t t or needs s i n g l y i n the person- S t r a n g (206,p.51) p o i n t s out t h a t ality. Such hence, cause the difficult. seem t o be much more numerous t h a n p a r e n t s and t e a c h e r s r e a l i z e . B e n t l e y (2U) reports that four (26) out of every s i x c h i l d r e n have damaging t o p e r s o n a l i t y . perfections of ear, throat- postural defects; Wallace child was defects d i s t r e s s are disorders o f eye, s p i n e , and a b n o r m a l i t i e s f e e t and l e g s - of s i z e . As f u r t h e r o f the f r e q u e n c y of p h y s i c a l d e f e c t s , (76) r e p o r t that guidance c l i n i c exceeded o n l y that i s Some o f t h e common p h y s i c a l i m - which cause p s y c h o l o g i c a l nose, evidence some p h y s i c a l d e f e c t Fenton and t h e number o f r e c o m m e n d a t i o n s o f a f o r improvement o f p h y s i c a l well-being b y t h e numbers made f o r improvement o f t h e home s i t u a t i o n and o f t h e s c h o o l . A l t h o u g h Pope attached to health (115), Jersild report poor ment. Bursch*s ed ( 1 7 7 ) reports by a d o l e s c e n t s (5U) Cole health The short often adversely. (226) a l l to maladjustof maladjust- o f normal c h i l d r e n , underweight. to poor to Knight one f a c e (123). Jersild attributes health, physical The v e r y cause o f maltall child w i d e l y d i f f e r e n t problems of ad- The a t t i t u d e s o f t e a c h e r s , toward d i f f e r e n c e s (Ul), physical factors. according the very justment. t h a t 3 5 p e r cent c h i l d ' s p h y s i q u e c a n be a s i g n i f i c a n t adjustment and Bursch and M u l i e r to 5 per cent and l a c k o f e n e r g y and o t h e r importance i s themselves, and Topper study r e v e a l e d were a t l e a s t 1 0 p e r c e n t defects slight t o be a c o n t r i b u t i n g f a c t o r children, i n contrast irritability that p u p i l s a n d community i n appearance a l l a f f e c t the boy or g i r l The c h i l d may e v e n r e c e i v e t o o much - (27) attention and protection. i o r i t y when p h y s i c a l games w i t h o r d i n a r y or daydream. of the growth of balance agers, addition during since develop children. As to t h e s e p h y s i c a l o r g a n s and the adolescence are these (75,p.l5i|.) i s clear him feelings from p a r t i c i p a t i n g a r e s u l t , he factors, the great may withdraw varying importance a c c o m p a n i e d by this to rates un- teen- innumerable Beverly's description on of i n f e r - resulting physiological of changes a r e adjustment d i f f i c u l t i e s . growth may handicaps prevent in In He of adolescent point: "At t h i s p e r i o d changes t a k e p l a c e i n the whole body. A p p a r e n t l y i n i t i a t e d and c o n t r o l l e d by t h e g l a n d s o f i n t e r n a l s e c r e t i o n , we see changes i n s t a t u r e , m e t a b o l i s m , r e s i s t a n c e to i n f e c t i o n , s i z e of organs, - the h e a r t u s u a l l y doubles i n s i z e and f i n a l l y e m o t i o n a l d e v e l o p m e n t and m a t u r i n g a t t i t u d e s toward l i f e . I t i s not uncommon to see a boy - l e s s o f t e n a g i r l - grow f r o m ' e i g h t to t e n inches i n height i n a single year. With t h i s r a p i d growth, s e v e r a l c h a r a c t e r i s t i c s and p r o b l e m s p r e s ent t h e m s e l v e s . There i s awkwardness. The m u s c l e s and bones do not d e v e l o p a t t h e same r a t e j some m u s c l e s grow more r a p i d l y t h a n o t h e r s . I t takes s e v e r a l y e a r s f o r some b o y s and g i r l s to a c h i e v e good c o - o r d i n a t i o n . T h i s awkwardness g i v e s r i s e t o embarrassment. The i n d i v i d u a l s who grow r a p i d l y a r e u n c o m f o r t a b l e i f t h e y r e m a i n i n the same p o s i t i o n f o r more than a few m i n u t e s . The a d o l e s c e n t c a n n o t s t a n d up on h i s two f e e t l i k e a gentleman.' The r a p i d l y g r o w i n g a d o l e s c e n t boy or g i r l becomes f a t i gued e a s i l y . Many h i g h s c h o o l students- a r e t o o t i r e d to s t u d y a t n i g h t . " This description upon t h e it digestive very d i f f i c u l t manners. omits the system. to great The demand t h a t ravenous adolescent observe p r e v i o u s l y Furthermore, the rapid vigorous acquired objections g r o w t h makes finds table of a d u l t s do (28) not solve, but rather, aggravate this x The meaning o f a d o l e s c e n c e (162,p.1) a s b o t h transition: "a b i o l o g i c a l problem o f youth. i s w e l l d e s c r i b e d by Frank process and a social-cultural The j u v e n i l e o r g a n i s m u n d e r g o e s a p r o c e s s growth and m a t u r a t i o n a s i t moves t o w a r d a d u l t f u n c t i o n a l capacity.and, more o r l e s s of s i z e and concurrently, the i n - d i v i d u a l must p a s s t h r o u g h a t r a n s i t i o n f r o m t h e s t a t u s and conduct of a c h i l d "Like to the r e s p o n s i b i l i t i e s t h e god J a n u s , t h e a d o l e s c e n t Intelligence Since as a C a u s a l faces o f the a d u l t . " two ways" (162,p.332). Factor mental c a p a c i t y i s part o f an i n d i v i d u a l ' s n a t u r a l endowment j u s t a s h i s p h y s i c a l c a p a c i t y i s , a c o n s i d e r a t i o n of the e f f e c t will be g i v e n Smith i n this i n maladjustment. mentality and 18 p e r c e n t other maladjustment. the type very average, that maladjustment. he r e p o r t e d 15 p e r 27 p e r c e n t dull Therefore, were a l s o r e s p o n s i b l e f o r Adam f o u n d no r e l a t i o n s h i p between I.Q. a n d of maladjustment. t h e mass, i n t e l l i g e n c e to p e r s o n a l as a c a u s a l school or feeble-minded. than i n t e l l i g e n c e C o n r a d , Freeman a n d Jones "in students, 1*0 p e r c e n t dull ( 2 ) and B u r s c h f o u n d , f o r example, d i d not n e c e s s a r i l y cause above a v e r a g e , factors (1*1), Adam Bursch of intelligence I n 3,000 c a s e s o f m a l a d j u s t e d cent upon p e r s o n a l i t y a d j u s t m e n t section. (197) s t u d i e d the r o l e factor low of intelligence adjustment." A similar f i n d i n g i s r e p o r t e d by ( I 6 2 , p . l 7 9 f f ) , who c o n c l u d e d offers l i t t l e that o r no p r e d i c t i o n a s They i n d i c a t e t h a t a t l e a s t five (29) factors are i n v o l v e d i n the r e l a t i o n s h i p ligence and adjustment: level the of of intelligence; activities such piration connected their She anyone e l s e social felt required i n the ambitions p r e s s u r e s which needs and the arise level of are as- inter- a great v a r i e t y of p o i n t s out, that d u l l socially complex however, that d u l l personal t r a i t s emotionally, adolescents when t o o no Such t r a i t s intelligence among t h o s e who failures. A good a d j u s t m e n t failures. If dull frequently than children appear of ability, un- truculent, level t o be successes show u n f a v o r a b l e of average them. them. a t any b e l i e v e themselves i s made o u t of unhappy, dif- provided develop much i s a s k e d disillusioned, sometimes d e l i n q u e n t . those and a d o l e s c e n t s are n o t made t o o - h e a v y demands upon "They become d i s c o u r a g e d , and intelligence i s p o i n t e d through o f ways and found e n v i r o n m e n t has desirable of absolute result." (51+,p.3hk) from the c h i l d ' s intel- h i s a c t u a l a c h i e v e m e n t . These f a c t o r s p a t t e r n s may ferent the h i s own in a variety Cole level friends; ambitions; and the t o w a r d w h i c h he h i s f a m i l y and from "These a r e between traits of chronic - not more i t i s because they have more o c c a s i o n f o r d e s p a i r . " In the (51;,p.338) case the brilliant d e s c r i b e s the problems ily personal. way with unsocial. of He has so l i t t l e the m a j o r i t y of Dale (62) pupil, of the such same a student i n common i n an students t h a t he disagrees with Cole's author as primar- intellectual becomes i s o l a t e d conclusion. and Dale (30) gave a battery of l i * t e s t s measuring ment and p e r s o n a l i t y , in terms average of the t e s t s average Maladjusted pupils Both groups are average i n person- must be c o n c l u d e d , on t h e b a s i s o f t h e d a t a collected, standards. i s n o t a major P s y c h o l o g i c a l Causes This study turns among many i n causes of m a l a d j u s t - others. now f r o m a s u r v e y o f t h e r o l e (256,pp.18-1?) have i n d i c a t e d ing "basic the home* 2) e s t a b l i s h m e n t o f h e t e r o s e x u a l i t y • physical, intelli- the f o l l o w - by a d o l e s c e n t s : l ) e m a n c i p a t i o n f r o m JL|.) d e v e l o p m e n t economic; 3) d e t e r m i n a t i o n of a sense o f s e c u r i t y - 5) t h e e s t a b l i s h m e n t o f s t a t u s a c c e p t a n c e among h i s f e l l o w s ) ; philosophy of l i f e , of faced a vocational goal; emotional, of to the p s y c h o l o g i c a l causes of m a l a d j u s t - Wrenn a n d B e l l problems factor of Maladjustment i n personality ment. (or seem t o be and know- ment, b u t o n l y one f a c t o r of and average i n achievement intelligence gence a r e above adjustment," It that standards. evidence academic ledge of s o c i a l ality adjusted pupils and s c h o o l achievement, i n intelligence, achieve- a p p e a r s t o be r e l i a b l e used t h a t i n intelligence knowledge o f s o c i a l below "There intelligence, 6) t h e d e v e l o p m e n t of a the e s t a b l i s h m e n t o f a s a t i s f a c t o r y system v a l u e s and s t a n d a r d s . " In t h e main, important needs t h e way a s t u d e n t r e a c t s comprises h i s p e r s o n a l i t y . or a d j u s t s to these The manner and e f f e c t i v e n e s s w i t h w h i c h he_meets h i s p e r s o n a l and social (31) p r o b l e m s make up h i s "-wholeness" w h i c h p e r s o n a l i t y attempt t o measure a n d describe. Because the C a l i f o r n i a T e s t this study, the p s y c h o l o g i c a l been c l a s s i f i e d components the to c o i n c i d e of t h a t test. two g e n e r a l another, Since ferently, i twill ature into these Psychological The The t e s t g r o u p s adjustment specific a t times component listed under self s t u d e n t may be s a i d t o be s e l f - r e l i a n t he c a n do t h i n g s i n various istically emotionally, study of the questions maladjustment iences and to lack Jersild to l a c k is call- (53,p.3) that when h i s a c t u a l independently of boy or g i r l i s also others, of s o c i a l skills of self-rconfidence on t h e j o b a t hand credits lack character- i n behavior." on s e l f - r e l i a n c e i n d i c a t e s of concentration (115,p.562) the l i t e r - adjustment and r e s p o n s i b l e may be due t o l a c k (items U , 9 , 1 3 ) , dif- s i t u a t i o n s , and d i r e c t s h i s The s e l f - r e l i a n t A the causes of the t e s t c l a i m own a c t i v i t i e s . stable personality Maladjustment "a that adjustment. headings. The a u t h o r s depends upon h i m s e l f dynamic to separate self-reliance. indicate under n o t i s o l a t e d f r o m one ed actions with the and s o c i a l investigators classify be d i f f i c u l t have t h e components o f t h e whole Causes o f P e r s o n a l first of maladjustment areas a r e , of course, other was u s e d i n as c l o s e l y as p o s s i b l e but are simply parts picture. of Personality causes two m a i n h e a d i n g s o f s e l f These tests that the and e x p e r (items (items 3,11), 6,15). of s e l f - r e l i a n c e to lack of (32) ability, to l i t t l e previous series confident r e c o g n i t i o n and of f a i l u r e s . person i s the Jersild one, most and P r o t e c t i o n (238,p.1*0) f o u n d and t h a t o f t e n no two years The who, the is competent. White special of p u p i l s of By and ality. sible and closely Causes w h i c h for developing The second Personality cannot be this destroy other The by c e s s and student self authors area o f adjustment authors as feelings feelings on t h e i r own other o f the he i s well catering The character- aspects may to for i t is i n - also of person- be respon-. feels capable and i s similar and California t h a t he faith Test cited To feel Smith (197) of well re- (177) worthy, by other reports that students found suc- attractive. were t h e by sense i n his future to t h a t d e s i g n a t e d Pope a i n his - i s not reasonably superiority problems. is called i s maladjusted have no problems of p e r s o n a l adjustment essays till Wickman's i n vacuo adjustment of i n f e r i o r i t y . of i n f e r i o r i t y he teachers below-average a b i l i t y . needs t o f e e l failure, maladjustments. others, that others has like Health o f d e p e n d e n c y and i n - viewed consider that a student t h a t he time, self-reliance o f p e r s o n a l w o r t h when he garded fails children. integrated with equal, i s Child discouragement. of the component o f of p e r s o n a l worth. sense tactics on most made o f a c h i l d a r e o f t e n i n c r e a s e d by self-reliance terlocked This Conference that nothing retarded i n school. sympathy-seeking istic the things being (2lj.0,p.171) r e v e a l s t h a t f e e l i n g s adequacy the other House a b e l i e v e s t h a t the study i s ever grounded i n h a b i t s o f f a i l u r e study encouragement, or to most in that numerous their those (33) who to suffered from pronounced have more t h a n inferiority the a v e r a g e number o f n e u r o t i c measured b y t h e B e r n r e u t e r P e r s o n a l i t y also that feelings did non-delinquent T i e g s and of Katz feelings. ed t o be Organic the cause resulting causal factors of i n f e r i o r i t y t o compete feelings. inadequate, unattractive. inferior and t e n d to t h e o p i n i o n t h a t most f e e l i n g s t e a s i n g , p u n i s h m e n t , and causes if may be the rejection, As w e l l (median I . Q . 1 2 1 ) and ability (median the b a s i c causes 51 (129) child of i n f e r i o r i t y a causal factor Laycock factors, as t h e are too 51 of feelings. ings i n undesirable personal t r a i t s feel are of not the frequently school en- inferiority their ability or superior students in His study throws l i g h t the i n f e r i o r to comparisons, home, t h e of f e e l i n g s and especially unfavourable compared of i n f e r i o r i t y a three-year period, that the develop, students below average I.Q.78). consider- However, s t u d e n t s are a s s i g n e d s c h o o l t a s k s beyond comprehension. of these These a u t h o r s over-solicitude of maladjustment. vironment cause from p s y c h o l o g i c a l , There, list s u c c e s s f u l l y w i t h peers do home e n v i r o n m e n t . found inferiority d e f e c t s were n o t i n t h e m s e l v e s t h e t e a s i n g by p l a y m a t e s but number o f as children. psychological inability from p h y s i c a l , He (22.5,p.3U2 ) g i v e a v e r y c o m p l e t e b o t h o r g a n i c and likely tendencies Inventory. delinquents reported a larger than f e e l i n g s were I t was group had mental upon some o f found, higher over rat- s u c h as o v e r - s e n s i t i v e n e s s , (3k) day-dreaming, inferiority feelings, n e r v o u s n e s s , and s u g g e s t i b i l i t y . differences superior children, o c c a s i o n e d by the ' c o n f l i c t are t h a t have been the over d i f f e r e n c e ' Because "under-dogi" those i n f e r i o r that of t h e i r gave evidence that wisely companions inferiority actual The same s t u d y group who were between friends feelings and s c h o o l , o f a s p i r a t i o n o f the p u p i l and h i s achievement. of p e r s o n a l freedom i s measured. The Manual i s enjoying permitted i s the t h i r d of Directions component ($3,V»3) a sense o f p e r s o n a l freedom says a "when he i s t o have a r e a s o n a b l e s h a r e i n t h e d e t e r m i n a t i o n o f conduct and i n s e t t i n g govern h i s l i f e . choose with C o n r a d , Freeman and and a t t i t u d e s o f f a m i l y , The f e e l i n g student being cannot f a i l to i n home and s c h o o l . h a n d l e d were n o t m a l a d j u s t e d . who system o f own p o o r a b i l i t y students of the i n f e r i o r and between t h e l e v e l ing i n ability of t h e i r group and o f a l w a y s (162,p.32) found a close r e l a t i o n s h i p Jones that and l o c k - s t e p of repeated f a i l u r e s degree, or f e e l i n g s o f occasioned i n the l a t t e r make u n f a v o u r a b l e c o m p a r i s o n s his are, to a very large maladjusted to the curriculum education." of Laycock c o n c l u d e d t h a t "the i n degree of maladjustment between t h e groups o f and i n f e r i o r inferiority self-consciousness, one's money." the general p o l i c i e s D e s i r a b l e freedom own f r i e n d s a n d - t o have An a d o l e s c e n t ' s f e e l i n g that shall i n c l u d e s p e r m i s s i o n to at least a little spend- o f p e r s o n a l freedom i s , (35) therefore, The Study from to connected with h i s emancipation from h i s home. F o r t y - T h i r d Yearbook of the N a t i o n a l S o c i e t y f o r of Education ( 1 6 2 , p . 21*6) p o i n t s o u t t h a t dependence upon t h e f a m i l y and f r o m "emancipation childish submission p a r e n t a l a u t h o r i t y a r e a c u t e a d o l e s c e n t p r o b l e m s i n our society. The poor a d o l e s c e n t may n e v e r in his life have had an o p p o r t u n i t y t o use judgment o r t a k e r e s p o n s i b i l i t y , b u t now he i s b e r a t e d f o r i n a b i l i t y life." (51*,PP.387-95) Cole to take charge b l a m e s t h e home i t s e l f hindrances to emancipation from adolescent maladjustments. strict control friends bling blocks. strong tendency family, call a need f o r a f e e l i n g that i sthe of adoles- and a t t i t u d e s . and s e c u r i t y . " Test of P e r s o n a l i t y a student f e e l s emancipation stum- " i n our s o c i e t y , the e m o t i o n a l n e e d s : t h e need t o a c h i e v e and t h e f o u r t h component o f s e l f his a r e some o f t h e s e to t h i s standards of conduct t h e need f o r a f f e c t i o n security to allow adoles- of parents to i n t e r p r e t behaviour has two b a s i c California hindrance to l e s s e n money, o f c h o i c e o f (257-P*259) p o i n t s o u t t h a t Zachry and spending own d i f f i c u l t i e s Another c e n t s by a d u l t child of parents and c h o i c e of v o c a t i o n , o r f a i l u r e cents to solve their f o r many t h e home and f o r r e s u l t i n g Failure of c h i l d r e n ' s o f h i s own The a u t h o r s o f t h e this need f o r a f f e c t i o n o f b e l o n g i n g , and make i t ' adjustment. They c o n s i d e r t h a t he b e l o n g s when he e n j o y s t h e l o v e o f the w e l l wishes r e l a t i o n s h i p with people o f h i s good f r i e n d s , i n general. According and a c o r d i a l t o Rose (36) (187,p.1+6), a d o l e s c e n c e i s a t r a n s i t i o n a l s t a g e i n w h i c h y o u t h l e a v e s a phase justed and feeling of strives of l i f e towards of u n c e r t a i n t y to w h i c h he t h e unknown. and to the f a c t o r tributing The r e s u l t is a insecurity with possible aggressiveness, self-consciousness dition i s adequately ad- reactions and w i t h d r a w a l . to f e e l i n g s w i t h o u t due The o f i n s e c u r i t y may freedom cause, California causes of withdrawing points he be r e a l ones s u c h out t h a t al problems which asy. T i e g s and substitutes ing for acting participation and on solved assoc- and Katz withperson- simply or d i r e c t l y . For t o n e g a t i v i s m or " t h e boy fant- or g i r l t h i n k i n g f o r d o i n g , and the p o s s i b i l i t y Such the According to Cole mechanisms i n s o l v i n g for reality, social relationships. literature day-dreaming out i s to r e s o r t curtails n e x t t o measure of i n f e r i o r i t y . (225,p.318) show how Katz imagery The feelings students adopt c a n n o t be some, the e a s i e s t way tries extensive. d r a w a l t e n d e n c i e s as a d j u s t m e n t as child t e n d e n c i e s are n e a r l y always or c h r o n i c con- i s unwanted. tendencies. i s quite (51+jP»307), w i t h d r a w i n g (120) that Test of P e r s o n a l i t y from withdrawing iated with serious ad- of the onset of a d o l e s c e n c e , f a c t o r s r e j e c t i o n by p a r e n t s o r t e a c h e r s , o r u n r e a l when the feels, In of engaging persons withdraw become s e n s i t i v e , lonely, from and who wish- i n normal social given to day- dreams." Finally, i n self adjustment, the p e r s o n a l i t y t e s t used (37) in this study i n c l u d e s symptoms. This (51+,p«32i*), appetite, and eye constant Baker and by by type of maladjustment various strain, chronic neurotic arily p h y s i c a l causes of rejection, and faulty being studies and highly tics to lack weakness. symptoms, s u c h as f e e l i n g s o f by symptoms. Kanner and caused of sleep, to p h y s i c a l w e a k n e s s e s glandular nervous be Besides there are Regarding prim- numerous i n s e c u r i t y due social con- to (53 skills some o f the nail-biting, Wechsler which indicate e m o t i o n a l - t o n e d p u n i s h m e n t s or f e e l i n g s or a r i s e from organic Kanner's i s often less, or and of unwanted. cording ing may of main cause i s e m o t i o n a l t e n s e n e s s r e s u l t i n g f r o m T i c s may tics these habits Cole scowling, (16?) Olson to undernourishment, nervous says lack ( 2 2 5 , p p . 3 0 0 - 7 ) have o u t l i n e d Katz specific they r e p o r t the causes to unhappy homes, l a c k o f f r i e n d s or Tiegs c a u s e s of According or nervous fatigue, nail-biting, influences, some o r g a n i c psychological that due i s revealed, symptoms such as (l6,p.l6°), physical disorders nected with physical restlessness. Traphagen hereditary a measurement o f f r e e d o m f r o m other irritation disturbances T r a v i s and are study Baruch (225,p.303). due of The factors organic t o e y e - s t r a i n or A report by Mahler cloth- causes from mental (llj.6) of Neverthe- (225,P«30l*) f o u n d t h a t t h e arising ac- cause improper a p h y s i c a l nature. primarily psychological, emotional c o n f l i c t s . or p s y c h o l o g i c a l of and indicates that (38) "recent the t i cresearch revealed t i c i s a part, often originates a c o n s t i t u t i o n a l motor child t h a t motor factor n e u r o s i s of which through i n t e r a c t i o n of o f the i m p u l s i v e c o n c o m i t a n t l y w i t h t o o much or t o o l i t t l e mental i n t e r f e r e n c e with the small c h i l d ' s sional activities." frequency of t i c s Mahler "the baby", Travis and o t h e r s maladjustment primarily factor P s y c h o l o g i c a l Causes The available ward s e l f symptoms o f e x i s t , not o f a major due t o c o n f l i c t s , emot- m o t i v e s and n e e d s . or l e a r n i n g language t h a t i s type of maladjustment. of S o c i a l outlined. causes of s o c i a l maladjustment skills, nervous Dunlop, Maladjustment s t u d i e s on t h e c a u s e s o f m a l a d j u s t m e n t t o - have been the C a l i f o r n i a 7 were a s s o c i a t e u n f a v o u r a b l e home of nagging, r i d i c u l i n g , taboo, w i t h t h i s - e.g., child. b u t because t o meet b a s i c same s o u r c e s ( 2 2 5 , p . 3 0 9 ) socially setting and stammering of a speech d e f e c t , and f a i l u r e a higher such as Thorpe, (225,pp.308-9), other of p e r s o n a l i t y maladjustment factors of living authorities s u c h as s t u t t e r i n g because ional tensions These to s e v e r a l expres- were g i v e n by t h e 12 were " o n l y " c h i l d r e n , and 10 were t h e f i r s t According diffuse importance i n the f a m i l y o f 33 c a s e s o f t i c s , environ- and C r o s s (11+7) r e p o r t among c h i l d r e n who p a r e n t s an unsound out type i n the There remains a r e v i e w of the under the convenient groupings Test of P e r s o n a l i t y - s o c i a l freedom from a n t i - s o c i a l tendencies, s t a n d a r d s and family relations, (39) school relations The r e s e a r c h on t h e f i r s t a r d s and s k i l l s describe as and i s rather limited. t o t h e needs o f t h e g r o u p . as being r i g h t maladjustment i n t h i s (158) Nash children needed normal, 25 justment, i n moral standards of others 52 that t o be relatively 25 p e r c e n t o f s c h o o l and s o c i a l conventions t h e home, namely, reports a study standards and h a b i t . tolerated, (225,P«206) i n s o c i a l ad- and 57 T i e g s and K a t z and wrong a r e b u i l t same a u t h o r s (51*,P« 21*3) e v e n among young c o l l e g e women c o n - matters. understanding standards The f r e q u e n c y o f per cent r e p o r t e d d i f f i c u l t y o f what i s e n c o u r a g e d , equacies Cole per cent i n s o c i a l that moral what i s r i g h t o r wrong." understands s p e c i a l a s s i s t a n c e t o become e f f e c t i v e i n or r e l i g i o u s imitation, social social the r i g h t s a r e a has b e e n f o u n d social relationships. sidered These stand- (53,P»3) Such a p e r s o n reported at least by P r e s s e y who f o u n d claim of s o c i a l Clarke et a l has come t o u n d e r s t a n d what i s r e g a r d e d their two h e a d i n g s appreciates the n e c e s s i t y of subordinating c e r t a i n desires high. relations. t h e s t u d e n t who r e c o g n i z e s d e s i r a b l e " t h e one who who and community per cent (225,p. 21*14.) are the product of "Children's concepts of up g r a d u a l l y on t h e b a s i s or avoided blame a n o t h e r i n t h e home." factor besides lack of school success, f o r inadequate of a d o l e s c e n t s . and i n f e r i o r i t i e s "The i n s e c u r i t i e s , which produce inad- such u n d e s i r a b l e (Uo) behavior as rudeness, associated with difficulties tensions lack o f school success." i n social standards, ial skills. stealing, Violations of and t o l a c k o f knowledge o f s o c - of s o c i a l standards t o be l o o k e d are, undesirable social such soc- as l y i n g , according t o Wickman u p o n g e n e r a l l y as e v i d e n c e s o f a n d p a r e n t a l mismanagement and Holbeck They add t h a t may be t r a c e d t o e m o t i o n a l c h e a t i n g , and i m m o r a l i t y blamed on b o t h are often or t o l a c k o f o p p o r t u n i t y f o r developing (2J+0,pp. 1 6 1 - 7 1 ) , Since relations i n home and community, ial teacher d i s c o u r t e s y , and b u l l y i n g standards misunderstanding. of adolescents c a n be t h e home a n d t h e s c h o o l , t h e r e c o m m e n d a t i o n ( 1 0 3 ) f o r more and b e t t e r u n d e r s t a n d i n g , c o o p e r a t i o n between t h e s e two i n s t i t u t i o n s agreement c a n n o t be over- emphasized. The sider authors t h a t the adolescent effective. assistance for skills t o be s o c i a l l y f o r people, to inconvenience t o be o f himself and t o be d i p l o m a t i c i n h i s d e a l i n g s w i t h tendencies In general, i n favour he w i l l both subordinate h i s of the i n t e r e s t s and problems h i s associates. Evidence in social t o them, t o be w i l l i n g and s t r a n g e r s . egoistic needs Test o f P e r s o n a l i t y con- He needs t o show a l i k i n g others, friends of o f the C a l i f o r n i a this method area has b e e n f o u n d to i n d i c a t e i s quite frequent. to d i s c o v e r the p e r s o n a l Pope that maladjustment ( 1 7 7 ) used t h e essay problems o f high school (Ui) pupils. twelve one E s s a y s w r i t t e n b y l,°Ol|. s t u d e n t s o f g r a d e s n i n e t o inclusive listed out o f twelve 7,103 problems. Pope r e p o r t s that s t u d e n t s was c o n s c i o u s o f i n a d e q u a t e a d j u s t m e n t and f e l t a desire f o r social acceptance. social Girls a p p e a r e d more s e n s i t i v e t h a n b o y s t o w a r d s p r o b l e m s o f b o y girl relationships. F e n t o n and W a l l a c e (76,p.60) report among t y p e s o f r e c o m m e n d a t i o n s made b y g u i d a n c e who s t u d i e d prove area the o p p o r t u n i t i e s f o r adequate social relationships. Naturally enough, t h e c a u s e s of maladjustment i n t h i s of s o c i a l development c e n t r e around the lack s o c i a l r e l a t i o n s h i p s , the lack qualities of personal c e p t e d and t h i r t y - o n e bers of the accepted friendly, loyal, of adequate compared children. emotionally to attention-getting The Test behaviour and a n t i - s o c i a l (53,P-3) s o c i a l tendencies are: disobedience, cooperative, 11 whereas in stability, were a n d showed p r o n o u n c e d trends. symptoms c o n s i d e r e d of Personality He f o u n d t h a t mem- and c h e e r f u l , t h o s e i n t h e r e j e c t e d g r o u p were l a c k i n g delinquent thirty-one ac- group were " s o c i a l i z e d , stable opportunities I n a s t u d y by t h e c a s e - (211*,p. 75) rejected the inadequacy of o f f r i e n d s and o f t h e leadership. h i s t o r y method, Symonds given specialists I4.I2 r e c o m m e n d a t i o n s were made t o i m - 795 c a s e s , home t r a i n i n g a n d example, for that by t h e a u t h o r s o f t h e C a l i f o r n i a under t h e component o f a n t i - " b u l l y i n g , too f r e q u e n t and d e s t r u c t i v e n e s s to property. quarrelling, The a h t i - (1+2) s o c i a l person factions Tiegs i s t h e one who e n d e a v o r s i n ways t h a t a r e damaging and u n f a i r t o o t h e r s . " and K a t z d e s c r i b e a l i t y motivated the a n t i - s o c i a l person "the r e s u l t T i e g s and K a t z o f i n s e c u r i t y and i n e f f i c i e n c y (225,p.207) c o n s i s t e n t home-training and L o u t t i t considers tendencies o f some ( 1 3 9 , p . 1+78) success sort." believe and i n - by w h i c h t h e c h i l d r e n a r e c o n f u s e d r e s o r t t o argument, d i s o b e d i e n c e (213,p.75) person- by s e l f i s h n e s s . the m a i n c a u s a l f a c t o r s a r e l a c k o f s c h o o l and as a (51+,P»90) p o i n t s o u t t h a t a n t i - s o c i a l Cole are to g e t h i s s a t i s - and d e f i a n c e . t h a t homes w h i c h r e j e c t Symonds a member o f t h e f a m i l y f r e q u e n t l y c a u s e t h a t r e j e c t e d member t o d e v e l o p social A tendencies. good linquency She summary o f t h e type, b e l i e v e s i t c o n s i s t s o f : "1) more t h a n habits, o f environment c a u s i n g de- and a n t i - s o c i a l b e h a v i o u r ineffective is anti- i n discipline, i s g i v e n by Cole a home i n w h i c h p a r e n t s a r e unsuccessful economically, average n a t i v e a b i l i t y , and o f q u e s t i o n a b l e of undesirable morality; devised f o r adults, t o t a l l y without and l a r g e l y without and 3) a school that t r i e s (51+, p . 267 ) • of not personal 2) a n e i g h b o r h o o d safeguards safe o u t l e t s f o r emotional that for children, and s o c i a l life; t o make s c h o l a r s o u t o f nonacademic material." The personality test t o measure a s t u d e n t ' s used i n this adjustment i n v e s t i g a t i o n next to h i s home s i t u a t i o n . tries "The (U3) student one who e x h i b i t s d e s i r a b l e f a m i l y who f e e l s that he i s l o v e d r e l a t i o n s h i p s i s the and w e l l - t r e a t e d a t home, and who has a s e n s e o f s e c u r i t y and s e l f - r e s p e c t i n c o n n e c t i o n with the various lations strict also members o f h i s f a m i l y . include parental nor too l e n i e n t " The ported that those ditions of suggestions component i s r e - Ranking t h e recom- i n order of frequency, f o r improvement o f t h e home a v e r a g e d 3•h3 p e r c a s e compared t o t h e n e x t 2.65 f o r educational suggestions adjustment concerned and 1 . 5 8 they con- highest f o r improvement I n t h e home s i t u a t i o n , most o f t h e s o c i a l or e d u c a t i o n a l (1.14.1 p e r c a s e ) and a d v i c e regarding work i n t h e home methods o f c h i l d train- (1.30 per case). The committee on the " F a m i l y the W h i t e h o u s e C o n f e r e n c e (239,p.7) IX i s n e i t h e r too i n this (76,p.60). specialists of p h y s i c a l w e l l - b e i n g . ing family r e - (53,P»3K and W a l l a c e mendations of guidance found control that frequency of maladjustment by F e n t o n Superior and X. studied They ana P a r e n t E d u c a t i o n " of on C h i l d H e a l t h a n d P r o t e c t i o n 9,000 American students of grades VIII, found: "The e x t e r n a l s o f home l i f e l i k e i t s economic s t a t u s or i t s housing arrangements, w h i l e imp o r t a n t , a r e n o t n e a r l y so s i g n i f i c a n t f o r p e r s o n a l i t y d e v e l o p m e n t o f t h e c h i l d as a r e t h e s u b t l e r and more i n t a n g i b l e a s p e c t s o f f a m i l y l i f e s u c h as a f f e c t i o n a t e b e h a v i o r , r e l a t i o n s of confidence, i n c u l c a t i o n o f r e g u l a r i t y i n h e a l t h h a b i t s and r e a c t i o n s t o the i l l n e s s or n e r v o u s n e s s o f p a r e n t s . " (1+1+) Stemsrud and W a r d w e l l (201,pp.165-70) p a r e n t a l r e j e c t i o n combined w i t h was the cause o f maladjustment also found child i n many c a s e s . social of a better-appreciated adequate ambition and e a r l y r e s t r a i n t of parents who f o r c e that a measure o f o v e r - p r o t e c t i o n the over-mothered i s t i m i d and l a c k s jealousy of that found Meyers and e m o t i o n a l l y adaptation. brother (157) dependent He r e p o r t s or s i s t e r , that the lack i n t h e home and t h e o v e r - a child beyond h i s a b i l i t y are c a u s e s o f m a l a d j u s t m e n t , b o t h i n t h e home and a t s c h o o l . (21+9) i n v e s t i g a t i o n Witmer' s cerning spent t h e i r constant friction mother, marked She f o u n d Bell importance jection, fair least Cole between p a r e n t s , data con- a r e j e c t i o n o f the c h i l d (22) and Tiegs of these causes unfavourable punishment, and K a t z a combination deviation: by b o t h p a r e n t s , or a upon f a t h e r o r (225,p.3i+3) of maladjustment. comparisons, that an o v e r - s o l i c i t o u s or domin- teasing, confirm the They l i s t r e d i s a p p r o v a l , un- and o v e r - s o l i c i t u d e as t h e p a r e n t a l attitudes d e s i r a b l e f o r wholesome p e r s o n a l i t y g r o w t h o f c h i l d r e n . (51+, p. 397) adds t o t h e s e f a c t o r s t h e f a i l u r e " l e t go" t h e e a r l y d o m i n a t i o n o f t h e i r There size gives l e d to emotional e m o t i o n a l dependence o f t h e c h i l d mother. to childhood. the f o l l o w i n g f a c t o r s repeatedly ating adults t h e c h a r a c t e r i s t i c s o f t h e homes i n w h i c h t h e s e i n - dividuals of of insane a r e numerous s t u d i e s of f a m i l y , relative of parents children. and r e p o r t s on t h e e f f e c t s o f p o s i t i o n o f c h i l d r e n and s i b l i n g r e - (1*5) lationships on p e r s o n a l i t y a d j u s t m e n t to (139,p.282) and in the family These men ed, (252) Witty i s not, found that conceited out able i n f l u e n c e on contrary "only" with t h o s e o f Adam given child. ( 2 , p . 1*5) other a p p e a r s to have Bursch the where 2 . 5 Bursch t o manage. (1*1) their and an or Louttit's findings agree more second-born c h i l d r e n . The s i z e of average of 1.8 spoil- unpredict- The a t t i t u d e s of the family the also maladjustment. school children in with f a c t o r a f f e c t i n g the homes. neither 62 parent, per 20 per five of cases l a c k e d cent with cent the evening f o u n d p r o b l e m boys were more f r e q u e n t n o r m a l homes. disrupted assumed. He with bases t h i s be on the study cent to parents supervision. of be who NinetyAdam i n broken than i n the much l e s s t h a n has conclusion per one status mother a l o n e . Adam warns, however, t h a t home may that c h i l d r e n showed 15 and cent a d j u s t m e n t of Bursch reported were d i v o r c e d per school. Adam (2,p.1*5) f o u n d t h a t m a r i t a l homes o f m a l a d j u s t e d living the handicap. However, f a m i l y has p u p i l s were e n r o l l e d i n a significant c h i l d r e n to the an a child t h a t problem c h i l d r e n are family. found only necessarily some r e l a t i o n s h i p to c h i l d r e n ' s (1*1,p.320) Louttit a v e r a g e home, w h e r e a s m a l a d j u s t e d c h i l d r e n came f r o m fam- ilies was not o f p o s i t i o n seems d e p e n d e n t upon t h e members o f t h e the opinion, c h i l d r e n are f r e q u e n t l y f o u n d among f i r s t effect to c u r r e n t t h a t p o s i t i o n i n the any home. found that being or o t h e r w i s e d i f f i c u l t Louttit points the his influence of been commonly study of normal (1*6) and b r o k e n homes compared t o the homes o f s e r v i c e m e n the f a t h e r s were away a t war. Educators of find t h a t t h e home f a c t o r sexual maladjustment article that dealing with faulty adolescent sexual misconduct threats lated i s a direct o f young p e o p l e . "The A d o l e s c e n t adjustment was u s u a l l y Frank by e a r l y The c a u s e s (225,p.329). of unmarried Bernard the g i r l s showed e f f e c t s they r e c e i v e d too l i t t l e security (5k,P«261;) delinquency and p o o r home moral s t u d i e d the e f f e c t girls, and f o u n d that emotional m a l n u t r i t i o n * l o v e , p r o t e c t i o n , esteem, to develop adequate emotional i n harmony w i t h reality." r e p o r t s an e x t e n s i v e s u r v e y b y W i l l i a m s c h i l d r e n who were p r o b l e m s i n s c h o o l . home was f o u n d justed of early o r i n n e r c o n t r o l s and i d e a l s Cole of l , 3 l * 3 (27,p.21*1*) partental e n c o u r a g e m e n t , and l i b e r a t i o n experiences r e - t o be t r a c e d t o f a u l t y m o t h e r h o o d upon a d o l e s c e n t "all distortions, o f s e x u a l i n t e r c o u r s e among c o n d i t i o n s where t h e r e a r e l o w home s t a n d a r d s attitudes found t o sex problems or h e t e r o - caused a d o l e s c e n t s a r e , i n most c a s e s , cause ( 8 3 ) , i n an a n d The F a m i l y , " o f p u n i s h m e n t and e m o t i o n a l l y - c h a r g e d t o sex t a b o o s . where t o be one o f the major among c h i l d r e n . Cole factors found The d e l i n q u e n t i n causes o f 7 7 per cent o f malad- children "came f r o m homes i n w h i c h one o r b o t h p a r e n t s were of low-grade m e n t a l i t y , i l l i t e r a t e , d i s e a s e d , o r immoral. From t h e above d a t a i t i s c l e a r t h a t d e l i n q u e n t s come f r o m p o o r l y e q u i p p e d homes i n w h i c h t h e p a r e n t s a r e o f low c a p a c i t y , i n f e r i o r e c o n o m i c s t a t u s and q u e s t i o n a b l e m o r a l s . (hi) "There a r e two f u r t h e r c h a r a c t e r i s t i c s o f t h e s e homes, however. I n h a l f o f those s t u d i e d the p a r e n t s were s e p a r a t e d - b y d e a t h , d e s e r t i o n , d i v o r c e , o r a b s e n c e o f one p a r e n t f r o m c h r o n i c i l l n e s s o r i m p r i s o n m e n t .... I n 70 p e r c e n t o f the homes t h e d i s c i p l i n e was e i t h e r s a d l y l a c k i n g or q u i t e unsound. The p a r e n t s o f d e l i n q u e n t s a r e e v i d e n t l y p e o p l e who have l i t t l e c o n t r o l o v e r thems e l v e s and e v e n l e s s o v e r t h e i r c h i l d r e n . " While aspects of economic s t a t u s and h o u s i n g ior grades than t o problem children. Bursch (l|l)also of economic s t a t u s , r e p o r t i n g regular s h i p between school. came f r o m He f o u n d t h a t crowded l i v i n g He r e p o r t s that Fenton super- that investigated the 90 p e r c e n t o f or i r - $800 p e r annum f o r two o r conditions relation- and m a l a d j u s t m e n t 86 p e r t h o u s a n d maladjusted in children compared t o 153 p e r t h o u s a n d homes. area o f p e r s o n a l i t y which i s of s p e c i a l concern t o educators i s , o f course, adjustment by that t h e r e was a s i g n i f i c a n t s i n g l e - f a m i l y homes multiple-family The children c h i l d r e n had i n a d e q u a t e incomes - i . e . , l e s s t h a n more p e r s o n s . He f o u n d Fisher o f t h e home was more common t o n o n - p r o b l e m f a m i l i e s w h i c h had m a l a d j u s t e d from arrangements i n and 360 n o n - p r o b l e m I , I I I , V, V I , I X , and X I I . economic s t a t u s effect important, the r e l a t i o n s a r e a l s o f a c t o r s i n home a d j u s t m e n t . ( 7 7 ) made a s t u d y o f 360 p r o b l e m from (239>P»7) " s u b t l e r and more i n t a n g i b l e " o f home r e l a t i o n s h i p s a r e e x t r e m e l y externals family a l l these and Wallace maladjustment found ( 7 6 ) to f i n d to the school. relative The s t u d y frequencies of t h e number o f r e c o m m e n d a t i o n s made b y t h e (U8) clinic concerning e d u c a t i o n a l maladjustment When t h e s e r e c o m m e n d a t i o n s were c l a s s i f i e d , curriculum case), and i n s t r u c t i o n p l a c e d f i r s t c l a s s r o o m management s e c o n d ment and p r o g r e s s t h i r d , can e x p e c t ment to f i n d (.ij.2 modification of i n frequency (1.31 p e r (.61 p e r c a s e ) a n d p l a c e - . per case). I n t h e s e a r e a s one some o f t h e c a u s a l f a c t o r s of maladjust- to school. I n a s t u d y o f 7,103 p r o b l e m s m e n t i o n e d school their Only was 2.65 p e r c a s e . s t u d e n t s , Pope difficulties (177) f o u n d concerned that i n essays by high kh p e r c e n t o f a l l study-learning relationships. one q u a r t e r o f t h e s t u d e n t s were c o n c e r n e d vocations, number one t e n t h a b o u t about home-life r e l a t i o n s h i p s . more c o n c e r n e d When t h e s e fifty p e r s o n a l adjustment than boys about their future and a s i m i l a r G i r l s were slightly s t u d y - l e a r n i n g problems. s c h o o l p r o b l e m s were c l a s s i f i e d , p e r c e n t were due t o r e l a t i o n s h i p s t h e amount about i t was f o u n d that with teachers, to o f home s t u d y a n d t o t e a c h e r s ' u n f a i r n e s s and s t e r n attitude. What a r e t h e c a u s e s Stowell first (99) f o u n d grade, of these problems? that problems o f p u p i l s , are influenced to a large H a t t w i c k and especially i n the e x t e n t by f a c t o r s i n t h e home. However, the s c h o o l system satisfactory personality mental hygiene are l i s t e d itself development. b y Ryan contains hazards to Such h a n d i c a p s to (189) and W i t t y (251). (k9) According to Ryan, the more serious obstacles to wholesome adjustment are: a) R i g i d i t y of grades and promotions* b) Recitations of the mere r e - r e c i t a t i o n type and homework lacking i n real interest to the students; c) The t r a d i t i o n a l and out-moded reliance upon examinations and marks* d) Discipline of the punitive type instead of various forms of s e l f - d i s c i p l i n e . The hazards i n the school program mentioned by Witty included: lack of opportunity for creative expression; r i g i d administration including large classes, homogeneous grouping and departmentalization; unstable teachers; and too much subject matter with consequent f a i l u r e s . Worth (255,p..5i)-) reports that the school practices causing personality d i f f i c u l t i e s are: misplacement and f a i l u r e i n school; programs unsuited to a child's needs and a b i l i t i e s ; uniform lesson assignments; race-horse competition; report cards shoving r e l a t i v e position; blanket testing to determine efficiency of teachers i n passing students; and X,I,Z groupings. The effects of marks and examinations as factors i n personality adjustment have been reported by Ayer ( l l ; ) , Symonds (210) and Ryan (189)* Ayer states that there i s e v i - dence of the essential value of marks to our educational system. "Experiments prove learners make the best progress when they are aware of the rate of their improvement." (SO) However, he u r g e s t h a t reliable, should and more s p e c i f i c , be u s e d marks^ aminations are as c h e c k s punishments." school "marks t h e m s e l v e s should and more d i s c r i m i n a t i n g . and g u i d e s , Symonds c l a i m s the t r o u b l e rather that, pupil. I t was are used." adequately subject and f o r m a l The social is Engle (71). Wilkins found a r e n o t so a c t i v e classmates. acceleration In are not necessary to there significant, that as t h e i r accelerated no n - a c c e l e r a t e d s t u d e n t s of t h e i r these studies i s n o t a major cause o f s c h o o l (38), G o l d r i c h (1*8) and Wickman (21+0), one i m p o r t a n t adjustment to school adjustment i s some i n d i c a t i o n , a r e j u s t as a c t i v e to conclude from s t u d i e s by Boynton (21*1+) a f f e c t e d by t h e s i n g l e f a c t o r o f socially age, t h e y by W i l k i n s that personality However, when compared w i t h own c h r o n o l o g i c a l seems l o g i c a l (3) t h a t r i g i d i t y o f i n studies Engle r e p o r t s although not s t a t i s t i c a l l y pupils and l o n g - a c c e l e r a t i o n upon p e r s o n a l i t y and are r e p o r t e d acceleration. i n t e r e s t to the development. probably not appreciably school Study" examinations e f f e c t s of school adjustment as t h r e a t s f o r shown b y t h e e x t e n s i v e o f "The E i g h t - Y e a r good a l l - r o u n d p u p i l Examinations as s p e e d f o r c e r s , or means o f f o r c i n g range r e s e a r c h matter as r e w a r d s seems t o l i e n o t so much w i t h e x - as t h e way i n w h i c h t h e y or demotion, They "as i n t h e c a s e o f s t u d e n t s t o s t u d y what i s n o t o f any r e a l and than c a u s e s o f m a l a d j u s t m e n t when t h e y a r e u s e d failure be made more i s reported socially. that It reasonable maladjustment. (91), Carrington cause of p u p i l mal- t o be t h e t e a c h e r herself. (5D B o y n t o n and others 73 mental h e a l t h of 1,195 students definite, i n v e s t i g a t e d the r e l a t i o n s h i p teachers in Nashville. clear-cut evidence unstable teachers who toward i n s t a b i l i t y , tend teachers tend pupils." health, tend t o be Not viewpoint Wickman's s t u d y revealed ficulties that teachers child and thereby justment. On the personal to the stimulated. leadership amined by lity and o f t e n p r o t e c t the student, The and also i n the and of ad- very often punishes punishment seems i s there- of a u t o c r a t i c teacher democratic (136, p. lij.7) by He dependent f u r t h e r a t t a c k i n g behaviour effects dif- behaviour. solitary, the her class. increased social teacher Since comparative of teachers' attitudes u n s a t i s f a c t o r y type hand, t h e of f r i e n d l y Lippitt expressed teacher, but undesirable of conduct. good by G o l d r i c h . encourage t h i s a t t a c k i n g type needs stable individual differences. ways i n w h i c h t e a c h e r s other children appearance, a sense to good m e n t a l h y g i e n e o f a d j u s t m e n t and found emotionally them that a teacher i s expressed two very whereas e m o t i o n a l l y s t a b l e of c h i l d r e n ' s behaviour at least that to have a s s o c i a t e d w i t h a p p r e c i a t i o n of important of "seems t o g i v e effect o n l y the p e r s o n a l i t y of the methods a r e by to t h e a pleasant voice, attractive similar the study a s s o c i a t e d w i t h more e m o t i o n a l l y and the the p u p i l w e l l - b e i n g The C a r r i n g t o n p o i n t s out humour, f a i r n e s s A and of studying l e a d e r s h i p were the i n the c h i l d r e n ' s c o n v e r s a t i o n . amount o f ex- hosti- Autocratic (52) c o n t r o l i n t h e c l a s s r o o m produced s i x t y t i m e s as many i n s t a n c e s of h o s t i l i t y as democratic c o n t r o l , •which g r e a t l y decreased r e s i s t a n c e , demands f o r a t t e n t i o n and h o s t i l e criticism. Hobson ( 1 0 2 ) , a f t e r g i v i n g a t e s t i n mental hygiene p r i n c i p l e s to 1 , 6 0 0 t e a c h e r s , f o u n d t h a t enough t e a c h e r s showed a l a c k o f knowledge o f those p r i n c i p l e s t o justify special training The courses. committee on " S o c i a l l y Handicapped" o f the White House Conference on C h i l d H e a l t h and P r o t e c t i o n ( 2 3 8 ) , and. T i e g s and Katz ( 2 2 5 , p . 5 9 ) f e e l t h a t t r u a n c y and o t h e r i n f r a c t i o n s o f r u l e s a r e n a t u r a l and expected i n d i c a t o r s o f the s c h o o l ' s f a i l u r e t o meet t h e needs o f the c h i l d . A careful d i a g n o s i s of t h e s c h o o l set-up may be n e c e s s a r y t o determine the r e a l causes of t r u a n c y . The r o l e o f e m o t i o n a l problems i n s c h o o l adjustment has been s t u d i e d by K a r l a n ( 1 1 9 ) . accounted He found t h a t e m o t i o n a l problems f o r many of t h e d i f f i c u l t i e s i n school', work, b u t t h a t "guidance has improved t h e work of most o f these i n a d d i t i o n to h e l p i n g i n t h e adjustment ities." students of their personal- Of t h i r t y - o n e cases t r e a t e d f o r e m o t i o n a l m a l a d j u s t - ment, 28 s u c c e s s f u l l y completed two terms o f work i n one a f t e r h a v i n g p r e v i o u s l y f a i l e d t h e same c o u r s e . The f i n a l s e c t i o n of s o c i a l adjustment i n the C a l i f o r n i a Test o f P e r s o n a l i t y d e a l s w i t h community r e l a t i o n s . c l u d e s the a d o l e s c e n t ' s adjustment It in- to neighbours, s t r a n g e r s , (53) and foreigners, as well as attitudes to laws and regulations pertaining to the general welfare. Guidance courses of school c u r r i c u l a usually include a generous section on the study of the community. Generally these courses do not em- phasize the factors i n the structure of the community which cause personality maladjustment. Tiegs and Katz (225,pp.21*9-67) devote a whole chapter to the influences of the community which, for good or i l l , play upon the development of youth. They (225,PP»37-9) found that the main p i t f a l l s of urban centres included: f a i l u r e to provide schools for abnormal children, the lack of properly administered charity and r e l i e f , prejud- ice and d i s l i k e s , graft and corruption, broken laws, lack of proper sanitation and recreational f a c i l i t i e s as well as bad housing. Bursch (1*1,pp.320-3) points out that close crowding of homes into small areas and the close crowding of people i n homes have been found to hinder personality adjustment. Cole (51*,pp. 1*59-81) places a d i f f e r e n t emphasis upon the community forces which cause youth to develop unsuitable terns of behaviour. To her, the great cause of these danger- ous situations i s the "general the safety of youth." pat- indifference of adults toward Community factors which prove dangerous to youth include granting drivers' licences too early, permitting youth to obtain tobacco and liquor while too young, and allowing improper places of amusement such as the cheap dance h a l l , poolrooms, houses of p r o s t i t u t i o n and the l i k e . (510 Cole feels that any community whose adults allow such forces to prosper unchecked i s only asking for adolescent moral c o l lapse. Cole studied the effects of the movies on the adolescent group. She reports Peterson and Thurstone's (51i,P«l|68) re- search to determine the effect of movies on r a c i a l prejudice. They concluded that the pictures used i n their study markedly increased prejudice, and that these attitudes persisted for several months - even becoming apparently permanent prejudices. In another study (5U,P» lj-68 ) which Cole describes, i t was found that movies had a bad influence on delinquents. On the other hand, Cole reports good effects of movies shown by other studies. She concluded that "motion pictures are neither ex- clusively bad nor exclusively good influences. I t i s , i n fact, probable that what adolescents get from the theatre i s mainly a c r y s t a l l i z a t i o n of points of view, desires, or attitudes already i n existence." Age of Onset of Specific Forms of Maladjustment This study now turns from a survey of l i t e r a t u r e dealing with causes of maladjustment to a determination of the age of onset of specific forms of maladjustment, (225,p.26) Tiegs and Katz consider the c r i t i c a l periods of adjustment for an individual to be: early childhood, early school years, adolescence and leaving school, getting and holding a job, courtship and marriage, and homemaking. In other words, they portray (55) t h e whole l i f e periods, extra of each history o f an i n d i v i d u a l one o f w h i c h may s u b j e c t t h e i n d i v i d u a l t o hazards. T h i s study w i l l adolescence and t h e s p e c i f i c characteristic The balance onset d e a l p r i m a r i l y w i t h t h e age forms o f maladjustment of t h i s period. of puberty with r e s u l t i n g and t h e growth o f s e c o n d a r y many new a d j u s t m e n t presents of puberty and twelve p h y s i o l o g i c a l un- sex c h a r a c t e r i s t i c s problems to a d o l e s c e n t s . the f i n d i n g s set as a s e r i e s o f of s e v e r a l a t nine o f age f o r g i r l s Within this t h e age o f r e a c h i n g m a t u r i t y , one may e x p e c t set to f i n d that girls or r e a c h pubescence about blems o f s o c i a l due t o p h y s i o - adjustment t e n d on t h e a v e r a g e two y e a r s e a r l i e r for girls s c h o o l p e r i o d , where a d o l e s c e n t g i r l s pany of r e l a t i v e l y age. the on- factors. Owing t o t h e f a c t up wide r a n g e i n o f any o f t h e many f o r m s o f m a l a d j u s t m e n t logical (51*,P«36) s t u d i e s which p l a c e the on- to e i g h t e e n y e a r s t o e i g h t e e n f o r boys. Cole bring i n the junior own two t h i r d s o f t h e g i r l s are i n the post-pubescent are still pre-pubescent than boys, are limited immature boys o f t h e i r "Approximately prohigh t o t h e com- chronological a t a n y one t i m e s t a g e w h i l e a n e q u a l number o f b o y s i n attitudes S t r a n g r e p o r t e d a study by S t o l z problems of s o c i a l adjustment grade through and c o n t i n u e arise t o grow and b e h a v i o r " (20l*,p.6l5). e t a l (201*) showing come t o t h e f o r e that i n the e i g h t h t h e n i n t h and s u b s e q u e n t grades. (56) I t was shown, f u r t h e r m o r e , that during ninth grade a d o l e s c e n t s come i n t o often do n o t u n d e r s t a n d the a d o l e s c e n t s and acting. Strang t h e e i g h t h and. conflict 1 with a d u l t s who ways o f t h i n k i n g p o i n t s out t h a t problems o f l o v e and. f r i e n d s h i p w h i c h may o r may n o t c a u s e p r o b l e m s o f m a l a d j u s t ment, r e a c h a peak i n f r e q u e n c y years between s i x t e e n and t w e n t y o f age. Mackenzie National (lh3) i n the F o r t y - T h i r d . Y e a r b o o k o f t h e S o c i e t y f o r Study o f E d u c a t i o n reported that: "By t h e e i g h t h o r n i n t h g r a d e a s t r o n g s o c i a l i n t e r e s t d e v e l o p s , i n many c a s e s t o t h e e x c l u s i o n o f former concerns. F o r some b o y s and g i r l s , however, t h i s s o c i a l c o n c e r n does n o t a p p e a r u n t i l l a t e r . By t h e time t h e y r e a c h t h e e l e v e n t h and t w e l f t h g r a d e many a d o l e s c e n t s , p a r t i c u l a r l y t h e g i r l s , w i l l have made more o r l e s s s a t i s f a c t o r y a d j u s t m e n t w i t h t h e i r age mates and w i l l r e c o g n i z e t h e i r n e e d f o r s e v e r a l o f the s c h o o l ' s o f f e r i n g s . Many w i l l have a s t r o n g i n t e r e s t i n t h e m s e l v e s , t h e i r b e l i e f s , t h e i r p u r p o s e s and t h e i r f u t u r e . Some w i l l become v e r y much o c c u p i e d w i t h i n t e l l e c t u a l a c t i v i t i e s . A few w i l l a r r i v e a t t h e i r h i g h e s t l e v e l o f i n t e r e s t i n s e r i o u s study. A c o n s i d e r a b l e number o f t h e b o y s may n o t a r r i v e a t t h i s s t a g e u n t i l t h e t h i r t eenth or f o u r t e e n t h grade." Pope's s t u d y became l e s s (177) f o u n d s e r i o u s as p u p i l s a d v a n c e d t h r o u g h I t would appear from problems school of s o c i a l these adjustment high school. s t u d i e s , then, t h a t t h e o n s e t o f adjustment u s u a l l y appears i n e a r l y high grades. Strang that t h a t problems of s o c i a l (20l*,p. 509 ) r e p o r t e d some e v i d e n c e "under o r d i n a r y s c h o o l c o n d i t i o n s which i n d i c a t e s 'behavior problems' (57) r e a c h a peak a t a b o u t and at f i f t e e n thirteen or f o u r t e e n years f o r boys o r s i x t e e n y e a r s i n the problems are r e p o r t e d f o r boys than about ten to s i x . " Strang found ed most f r e q u e n t l y t o case o f g i r l s . girls, i n the r a t i o the behaviour problems and 3) i n s c h o o l "work, d a y d r e a m i n g , Difficulties to Truancy, 6) Nervousness lying In a study based disrespect, cooperate, 5) Rose on and and stealing, hurt (l87,p.l|6) found and feelings. the a u t o b i o g r a p h i e s o f a d o l e s c e n t t h a t adolescence brought many o t h e r p r o b l e m s o f a d j u s t m e n t . uncertainty list- behaviour, 2) D i s o b e d i e n c e it) F a i l u r e of be: 1) A g g r e s s i v e and a n t a g o n i s t i c girls, More He found that with i t feelings i n s e c u r i t y became more p r o n o u n c e d , as of did re- actions of aggressiveness, self-consciousness, withdrawal, worries about "crushes." physical At t h i s d e v e l o p m e n t and time, a l s o , concern over conflicts with strong parents • - develop as t h e a d o l e s c e n t s t r u g g l e s f o r Pope quiring pupils (177 p,hk$) found t h a t , t e d u c a t i o n a l guidance as they advanced o n l y f o u r t e e n per emancipation. i n g e n e r a l , problems r e - became o f i n c r e a s i n g through school. In the n i n t h c e n t o f the p r o b l e m s l i s t e d themselves concerned percentage had e d u c a t i o n , but by t h e i n c r e a s e d t o 5>° p e r cent. concern by the twelfth to grade, students grade, the This study also re- (58) v e a l e d t h a t problems of o c c u p a t i o n a l adjustment increased i n importance n i n t h to the t w e l f t h as t h e s t u d e n t s p a s s e d w i t h home and f a m i l y were f e w e r grade no significant two nine. grade The early t h a t problems i n c o n n e c t i o n i n grade difference i n adjustment than (192) study found to t h e home a t t h e s e age o f o n s e t o f d e l i n q u e n t t e n d e n c i e s may be q u i t e o u t by r a t i n g s , public the h i s t o r y (21*7,p. 5 8 8 ) . o f one t h o u s a n d c h i l d r e n c a n be p i c k e d Cole (5U,p.269), juvenile delinquent behaviour i n t h e age span f r o m t o grade Two v e r y i n t e r e s t i n g seven to twelve maladjustment nine. conclusions to t h i s section, not i n complete agreement, a r e p r e s e n t e d by C o l e and Schreiber i n h i s a r t i c l e o f Growth o f A d j u s t m e n t (192,p.210-219) adjustment found after that Four Years, entitled i n High s t u d e n t s made l o w e r q u e s t i o n n a i r e i n 19l|.l t h a n i n 1937 i n high school. that gave e v i d e n c e o f Apparently the onset of delinquent often begins p r i o r i n a study of o f f e n d e r s , found 80 p e r c e n t o f t h e s e c a s e s S.chreiber. He c l a i m s q u e s t i o n n a i r e s and i n t e r v i e w s e v e n i n t h e school grades. approximately years those levels. t h a t a c o n s i d e r a b l e p o r t i o n of problem years. twelve On t h e o t h e r hand, a n o t h e r a c c o r d i n g t o a s t u d y by W i l s o n lower from the grade. On t h e one hand, Pope f o u n d in likewise The a u t h o r though (51i,P»32l) "Measurement School" s c o r e s on an after four summarizes h i s f i n d i n g s : (59) "As a g e n e r a l o v e r - a l l v i e w o f t h e r e s u l t s o f t h e s t u d y i t may be s a i d t h a t t h e b e t t e r s t u d e n t s b e gan h i g h s c h o o l b e t t e r a d j u s t e d t h a n t h e p o o r e r students. But the b e t t e r students a f t e r f o u r y e a r s i n h i g h s c h o o l were n o t as w e l l a d j u s t e d as when t h e y e n t e r e d . The p o o r e r s t u d e n t s d i d n o t s t a r t h i g h s c h o o l v e r y w e l l a d j u s t e d , and a t t h e end o f t h e f o u r y e a r s t h e i r a d j u s t m e n t s i t u a t i o n d i d n o t change i n any way t o any a p p r e c i a b l e d e gree, b u t appeared to be s t a t i c . Perhaps the b e t t e r s t u d e n t s were more c r i t i c a l o f t h e i r e n v i r o n ment." Cole (5U-PP«321-2) summarizes h e r c o n c l u s i o n s manence o f t r a i t s of p e r s o n a l i t y i n these as t o t h e p e r - words: "As more and more r e s e a r c h i s done i t seems c l e a r that not only d i f f e r e n c e s i n i n t e l l e c t u a l c a p a c i t i e s remain f a i r l y s t a b l e d u r i n g the s c h o o l y e a r s , b u t a l s o d i f f e r e n c e s i n e m o t i o n a l and s o c i a l a d justment. The o v e r t b e h a v i o r , o f c o u r s e , a l t e r s , b u t t h e u n d e r l y i n g a t t i t u d e s seem t o become f i x e d very e a r l y i n l i f e . As one p s y c h i a t r i s t has s a i d , u n u s u a l i n d i v i d u a l s m e r e l y g e t t o be more and more l i k e t h e m s e l v e s as t h e y grow o l d e r . " To emphasize her p o i n t , Cole goes on t o s a y : " D u r i n g c h i l d h o o d t h e t r a i t s shown a t e n t r a n c e t o s c h o o l d e v e l o p as r e g a r d s e x p r e s s i o n , b u t t h e y r e main r e l a t i v e l y s t a b l e as r e g a r d s f u n d a m e n t a l a t titudes. W i t h t h e coming o f a d o l e s c e n c e t h e r e i s l i k e l y t o be a c h a n g e , o f t e n f o r the w o r s e B o t h a c c e p t a b l e and i n a c c e p t a b l e t r a i t s a r e emp h a s i z e d by t h e s e new demands o f e x i s t e n c e • D i f f i c u l t i e s of adjustment are u s u a l l y brought into high r e l i e f during adolescence." One t h i n g i s c l e a r of s p e c i f i c and from t h i s study forms of maladjustment. a t t i t u d e s appear to r e m a i n fairly of the age of Although constant some onset traits throughout childhood, adolescence brings to t h e f o r e many new o r n e w l y - emphasized adjustments t h a t must be made b y t h e i n d i v i d u a l . CHAPTER I I I THE INVESTIGATION Having reviewed the l i t e r a t u r e r e l a t i v e to the problem of pupil adjustment at d i f f e r e n t grade l e v e l s , i t . i s now necessary to outline the present study of personality adjustment of students i n grades eight, ten and twelve. The Measuring Instrument Before describing the C a l i f o r n i a Test of Personality, several reasons for using i t w i l l be suggested. In the f i r s t place, i t has a f a i r l y simple marking system, arid requires only a short time to score. In the second place, this test claims to measure components which are l i k e l y to be understood and noted by the average teacher. The two main divisions of the test deal with the student's adjustment to himself and to society. The teacher can observe the scores of each student i n the areas of personal adjustment - his s e l f - r e l i a n c e , his sense of personal worth, his sense of personal freedom, his f e e l ing of belonging, his freedom from withdrawing tendencies and from nervous symptoms. The other major component, s o c i a l adjustment, attempts to describe f o r the teacher the individual's adjustment i n s o c i a l standards and s k i l l s , his adjustment to his family, his school and community, and his freedom from a n t i - s o c i a l tendencies. After careful (60) (61) study than of ever valid, of these components, t h e f o r the test p r o b l e m a t hand s i n c e , i f r e l i a b l e i t s r e s u l t s would p r o v i d e p e r s o n a l i t y and comparison of the a p p e a r e d more s u i t a b l e valuable w o u l d a l l o w a b e t t e r and three Another reason grade the for selecting need f o r two A f u r t h e r advantage twelve. ten, i s that This permits and this The test a d m i n i s t r a t i o n , and for maladjustment Finally, reliability the according i s high. split-halves formula i s reported for self the ment. The ability self and of various The the t o be social .932 student series of for f o r grade over a describes the test and remedial suggestions measured. Manual o f D i r e c t i o n s , the w h i c h was f o r the s c o r e s , and adjustment. thus Test adjustment c o r r e c t e d by is sufficiently the that i t school, series components c o r r e l a t i o n between t h e studying detailed of p e r s o n a l i t y . reliability method adjustment .7U, sections, also gives to was California of p u p i l same a r e a s i n the to intermediate M a n u a l o f D i r e c t i o n s (f?3) its by the i n a senior a study wide grade r a n g e i n t h e more areas tests. P e r s o n a l i t y i s a v a i l a b l e i n an g r a d e s e i g h t and i n many levels. g i v e s measures o f a d j u s t m e n t t o home and eliminating data and low the Spearman-Brown total .873 social determined for social and adjust- personal to e m p h a s i z e from the .898 scores, the standpoint desirof both (62) The T e s t i n g Program I t was and twelve I t was i n order to test students t o compare t h e i r i n grades e i g h t , t e n adjustment scores. exp e c t e d t h a t g r a d e - l e v e l d i f f e r e n c e s w o u l d be apparent than successive The decided Schools i f c o m p a r i s o n s were made between p u p i l s i n grades. Tested Through t h e c o o p e r a t i o n Counsellors of Kitsilano i n the t h r e e of the P r i n c i p a l High School, was p o s s i b l e to use the t e s t students more i n their g r a d e s were o f p u p i l s by g r a d e and sex who and t h e V a n c o u v e r , B. C , i t high tested. school. A l l The numbers completed the t e s t are shown i n T a b l e I I . TABLE I I NUMBERS OF STUDENTS TESTED IN EACH GRADE Grade VIII Grade X Grade X I I Total Boys 172 126 7U 372 Girls 155 125 68 31*8 Total 327 251 li*2 7 20 (63) Comparison of This Sampling With the City as a Whole An attempt was made to determine whether the students tested were representative of high school students i n general. The Director of the Bureau of Tests and Measurements assured the writer that the school tested was a f a i r sampling of the high school students of the c i t y as a whole since i t enrolled students from a cross-section of most economic levels i n Vancouver. It was also assumed that the students were representative i n academic a b i l i t y . The median i n t e l l i g e n c e quo- tients of the grade levels tested were compared with the median i n t e l l i g e n c e quotients of Vancouver students at similar grade l e v e l s . The l a t t e r scores were supplied by the Bureau of Tests and Measurements of the Vancouver School Board. Table I I I shows the median I.Q.'s of the students tested and of a l l Vancouver students i n the same grades. TABLE I I I MEDIAN INTELLIGENCE QUOTIENTS OF STUDENTS IN KITSILANO AND IN ALL VANCOUVER SCHOOLS Grade XII X VIII Median I.Q.'s for Kitsilano Boys Girls Total 109.3 108.5 107.3 113.9 109.9 110.8 112.7 109.6 109.0 Median for City 111*.8 Not known 105.7 <6U) From T a b l e grade for twelve III i t will of K i t s i l a n o was ligence grades somewhat l o w e r , some s t u d e n t s had had A l l available single Kitsilano. an individual recorded on The test grade-ten as programs, others to d e t e r m i n e unable been introduced the any s e v e r a l I.Q.'s l i s t e d the b e s t two index the that other I.Q.'s was to e v a l u a t e the for of his s c o r e was California at used. For significance Test of P e r s o n a l i t y to felt classes, f o u r groups of grade-twelve n o t p r e v i o u s l y had that a l i t t l e any honesty. After the w r i t e r t o the the class, eight students. experience with more e x p l a n a t i o n t h a n needed t o e s t a b l i s h r a p p o r t and and and common t o a l l s t u d e n t s command o f the Manual o f D i r e c t i o n s t o effort intel- reported i n Table I I I . c l a s s e s and b o o k l e t " was median only to f i n d classes i n a l l - ten grade-eight s t u d e n t s , he the Various tests, s c h o o l and o f the and for medians f o r c o r - c a s e s , where one i t is difficult S i n c e t h e w r i t e r had simple o f the used later w r i t e r gave t h e twenty-two t h a t had average the differences four w r i t e r was e n t e r i n g elementary reasons, of the The In o t h e r s c h o o l age, these many as s t u d e n t was intelligence. high city. The as i n the r e s u l t s were u s e d intelligence of the testing been used median f o r the than schools. had one. t h a t the median i n a l l Vancouver tests mum seen g r a d e e i g h t somewhat h i g h e r responding the be "Open to the the ensure home-room t e a c h e r the maxihad following explanation (65) was made b e f o r e b e g i n n i n g the t e s t : " T h i s i s n o t an e x a m i n a t i o n o r a test« I t i s merely a study by myself t o f i n d , o u t how s t u d e n t s f e e l and t h i n k a b o u t a g r e a t many t h i n g s . Be a b s o l u t e l y f r a n k and h o n e s t i n a n s w e r i n g t h e s e q u e s t i o n s . Your answers w i l l be s e e n o n l y b y m y s e l f and n o t b y y o u r t e a c h e r s . " If the students results, lor, on t h e y were whether told they could f i n d that i f they asked out their their counsel- he o r she w o u l d be a b l e t o g i v e them t h e i n f o r m a t i o n the front the asked page, b u t t h a t no c o u n s e l l o r w o u l d have individual Since seen answers t o t h e q u e s t i o n s . t h e c l a s s p e r i o d was a p p r o x i m a t e l y forty-five m i n u t e s i n l e n g t h , i t was f o u n d t h a t t h e r e was time the t e s t . f o r the students c a s e s was i t n e c e s s a r y to f i n i s h I n o n l y two to allow e x t r a time. 720 t e s t s were c o m p l e t e d , for scoring scored sufficient In a l l , and c h e c k e d thoroughly errors. Comparison of Test R e s u l t s w i t h Ratings o f Teachers and Counsellors An test a t t e m p t was made t o d e t e r m i n e by comparing home-room t e a c h e r s the t e s t scores with of three pages.^ of the purpose of the q u e s t i o n n a i r e . and t y p e d those The f i r s t as a b l a n k to list T See A p p e n d i x IA o f the the o p i n i o n s of the and c o u n s e l l o r s . E a c h home-room t e a c h e r was g i v e n ruled the v a l i d i t y students a letter page c o n t a i n e d consisting an e x p l a n a t i o n The s e c o n d on w h i c h t h e t e a c h e r s h e e t was was asked o f h i s c l a s s whom he c o n s i d e r e d t o (66) be very w e l l adjusted adjusted. The t h i r d and t h e n third attached to the other fifteenth decile To s a f e g u a r d sheets. On t h i s third percentile i n total I n the next test s c o r e , t h e t e a c h e r was a s k e d this finding Beside the to s t a t e whether o r not maladjustment. c o u n s e l l o r s were a l s o g i v e n a q u e s t i o n n a i r e . • * " • They were a s k e d be column t h e and, i f s o , t o i n d i c a t e h i s o p i n i o n o f the causes o f t h i s The below a d j u s t m e n t o r the lower f i n d i n g was g i v e n f o r e a c h name l i s t e d . with being page were t h e o f t h a t c l a s s who had r a n k e d i n one o r more component. agreed requirement, before test he t o be p o o r l y u n t i l the this page was f o l d e d i n two and p i n n e d names o f t h e s t u d e n t s the he j u d g e d page was n o t t o be r e a d s e c o n d one was c o m p l e t e d . the those to l i s t names o f s t u d e n t s poorly or well adjusted. was u n f o r t u n a t e . whom t h e y The u s e o f t h e word knew t o "know" Each c o u n s e l l o r i n communications with the w r i t e r s a i d t h a t he was h e s i t a n t t o s t a t e t h a t he "knew" of the p e r s o n a l i t y adjustment he was o n l y The the giving results rection. o f the completed the Contingency Since 1 See A p p e n d i x IB q u e s t i o n n a i r e s from both and t h e c o u n s e l l o r s were u s e d t o Coefficient the t e a c h e r s name w e l l a d j u s t e d when i n r e a l i t y his opinion. home-room t e a c h e r s compute of a student applying Yates' cor- had m e r e l y b e e n a s k e d t o and p o o r l y a d j u s t e d students, the (67) remainder of the students calculating the of s c o r e s were c o n s i d e r e d the test twenty per as cent index were l a b e l l e d as values. inferior The and as upper as the average in twenty per s u p e r i o r , the central cent lower s i x t y per cent average. Table teachers 1 i each c a s e , IV and shows the contingency counsellors c o r r e c t i o n was 1 coefficients opinions and made f o r t h e TABLE test between results. s m a l l number o f Cases Sex cases. IV • CONTINGENCY COEFFICIENTS BETWEEN THE OPINIONS OF AND COUNSELLORS AND TEST RESULTS Grade In Teachers Contingency Coefficient Cases 1 TEACHERS Counsellors• Contingency Coefficient XII Girls 60 .33 68 .21 XII Boys 70 .26 71* .17 X Girls 92 .29 125 .16 X Boys 85 .1*2 126 .28 VIII Girls 121 .38 — VIII Boys Ikh .21* In each grade l e v e l , classes of Kitsilano home-room t e a c h e r each i n s t a n c e the so t h a t the i n Table IV than Counsellor absent questionnaire High School was not number o r the Counsellor absent total f o r one of c o m p l e t e d by cases the the i s smaller number tested. in (68) The unfortunate wording counsellors-*- p r o b a b l y accounts shows e a c h C t o be l e s s The coefficients, tive o f the q u e s t i o n n a i r e f o r t h e f o r the f a c t t h a t T a b l e IV f o r c o u n s e l l o r s than ranging .16 from t o .1*2, f o r teachers. are not i n d i c a - o f h i g h c o r r e l a t i o n between t e a c h e r s ' or c o u n s e l l o r s ' opinions The and t h e t e s t results. r e t u r n s o f the t h i r d page o f t h e t e a c h e r s ' q u e s t i o n - p naire were i n v e s t i g a t e d . gave t h e i r test in Of t h e 223 c a s e s o p i n i o n , the t e a c h e r s findings 56 c a s e s , i n 116 definitely c a s e s , were u n d e c i d e d on w h i c h agreed teachers with the o r d i d n o t know and i n o n l y 51 were t h e y o f t h e o p p o s i t e Twenty-seven o f the 5 l s t u d e n t s ranked low i n t o t a l 21* s t u d e n t s ranked below the lower while in the remaining one o r more component. t e a c h e r was c a l l e d of maladjustment, 52 p e r cent agreed Thus when t h e a t t e n t i o n to a student the t e a c h e r s agreed with score, o f the to s p e c i f i c test decile areas findings i n d i d n o t know i n 25 p e r c e n t a n d d i s - of cases, i n 23 p e r c e n t . The literature disclosed opinions had l i t t l e correlation From t h i s in i n regard opinion. Table study, that i n general teachers * with p e r s o n a l i t y test i t i s b e l i e v e d t h a t the c o e f f i c i e n t s IV i n d i c a t e as much v a l i d i t y results.3 shown f o r the C a l i f o r n i a Test o f P e r s o n a l i t y as has b e e n f o u n d f o r personality questionnaires and scores rating d e v i c e s when t h e t e s t a r e v a l i d a t e d b y compar- i n g w i t h t e a c h e r s ' and c o u n s e l l o r s ' o p i n i o n s . 1 See A p p e n d i x I B 2 See A p p e n d i x IA 3 See c h a p t e r I I , pages 7 - 1 0 CHAPTER IV PRESENTATION OF TEST DATA Comparison o f t h e Sexes W i t h i n E a c h B e f o r e making adjustment i n high a comparison of student p e r s o n a l i t y school, sex t o d e t e r m i n e whether as a s i n g l e group the Grade the w r i t e r the g i r l s a t each grade studied and b o y s level. could The w r i t e r s c o r e s o f t h e boys w i t h t h o s e o f t h e g i r l s grade tested comparison - eight, t e n and t w e l v e . o f t h e sexes i n grade (69) eight. the r o l e of be treated compared within each T a b l e V shows t h e . (70) TABLE V. SEX DIFFERENCES IN TEST COMPONENTS IN GRADE Boys Factor Mean S.D. SELF ADJUSTMENT 67.21 12.31* SelfReliance 10.37 Personal Worth G i r ] LS S.D. Mean Diff.in Means Ob VIII C.R. 65.17 10.86 2.01* 1.28 1.59 2.51 9.53 2.60 .81* .28 2.98 10.76 2.69 11.13 2.79 -.37 .30 Personal Freedom 12.52 2.65 12.69 2.1*3 -.17 .28 -.50 Feeling of Belonging 12.95 2.53 12.29 2.91* .63 .31 2.07 Withdrawing Tendencies 10.79 2.85 10.60 2.79 .19 .31 .61 Nervous Symptoms 12.00 2.56 11.12 2.61* .88 .29 3.05 SOCIAL ADJUSTMENT 66.1*5 ii-Ul* 6 9 . 1*5 10.12 -3.00 1.19 -2.50 Social Standards 13.20 1.9U. 13.53 1.69 -.33 .20 -1.65 Social Skills. 10.61* 3.25 11.51* 2.23 -.90 .31 -2.95 Anti-social Tendencies 10.10 3.15 11.U3 2.57 -1.33 .32 -1*.20 Family Relations 12.52 2.88 11.98 3.12 .51* .33 1.61* School Relations 10.58 2.79 10.69 2.67 -.11 .30 -.37 Community Relations 11.90 2.81* 12.56 2.1*1* -.66 .29 -2.26 2.25 -.1*0 TOTAL ADJUSTMENT 132.90 20.71 133.90 19.87 -1.0 -1.2 (71) The sex data of Table differences i n grade e i g h t . s c o r e s i n freedom Girls and score higher social that there Boys tend f r o m n e r v o u s symptoms a r e v e r y few- t o have higher and i n s e l f - r e l i a n c e . i n freedom from a n t i - s o c i a l tendencies skills. With these can V indicate exceptions, t h e r e f o r e , the grade-eight be t r e a t e d as a s i n g l e made by boys and g i r l s group. class T a b l e V I shows t h e s c o r e s i n grade t e n . (72) TABLE VI SEX DIFFERENCES IN TEST COMPONENTS IN GRADE X Boys Diff.in Means °5 C.R. Mean SELF ADJUSTMENT 69.92 11.71* 70.28 9.51 -.36 1.35 -.27 SelfReliance 10.86 2.33 10.30 2.17 .56 .28 2.00 Personal Worth 10.52 2.1*6 12.5U 2.06 •r-2.02 .29 -7.06 Personal Freedom 13.56 2.23 13.18 2.1*9 .38 .30 1.26 Feeling of Belonging 12.1*8 2.91 13.35 2.10 -.87 .32 -2.7 2 Withdrawing Tendencies 12.2k 2.51; 11.71; 2.k9 .50 .32 1.58 Nervous . Symptoms 12.23 2.57 11.53 2.33 .70 .31 2.26 SOCIAL ADJUSTMENT 68.81 10.53 71.88 9.83 -3.07 1.29 -2.39 Social Standards 12.81 2.20 13.86 1.55 -1.05 Social Skills 11.02 2.51; 11.81 2.00 -.79 .29 -2.81* Anti-social Tendencies 11.32 2.81; 12.12 2.1*6 -.80 .31; -2.39 Family Relations 12.75 2.81; .12.06 3.25 .69 .39 1.79 School Relations 11.29 2.53 11.37 2.36 -.08 .31 -.26 Community Relations 12.03 2.78 12.1*6 2.1*7 -.1*3 .33 -1.30 138.25 19.63 11*1.08 TOTAL ADJUSTMENT , S.D. G i r ] Ls Mean S.D. Factor 17.3 -2.83 .21* - 5 . 6 0 2.31* - 1 . 2 1 (73) It are be seen significant. sense and may from Girls Table tend of p e r s o n a l worth, feeling Sex and differences t h a t o n l y two differences t o have b e t t e r a d j u s t m e n t social of b e l o n g i n g . a r e between 2 . 0 0 VI standards, Several other in social skills critical ratios 2.50. i n grade twelve are shown i n T a b l e VII. (710 TABLE V I I SEX DIFFERENCES IN TEST COMPONENTS IN GRADE X I I 1 Mean S.D. Girls S.D. Mean 72.16 9.09 71*.86 9.00 -2.70 1.52 -1.78 SelfReliance 10.73 2.19 10.76 2.29 -.03 .38 -.08 Personal Worth 12.1*0 2.32 13.15 1.83 -.75 .35 -2.15 Personal Freedom 13.38 1.82 13.29 2.15 .09 .31* .26 Feeling of Belonging 13.31* 1.83 13.50 1.92 -.16 .32 -.50 Withdrawing Tendencies 11.38 2.82 12.26 2.17 -.88 .1*2 - 2 . 0 9 Nervous Symptoms 10.60 2.63 11.32 2.82 -.72 .1*6 - 1 . 5 7 SOCIAL . ADJUSTMENT 69.32 9.1*6 71.91 9.28 -2.59 1.53 -1.69 Social Standards 13.1*1 1.97 11*.1*7 1.06 -1.06 .26 -l*.0l* So c i a l Skills 11.1*1 2. 21 12.18 2.20 -.77 .37 -2.08 Anti-social Tendencies 12.73. 2.01 13.26 1.72 -.53 .31 -1.69 Family Relations 12.32 2.66 12.26 3.16 .06 .1*9 .12 School Relations 12.1*3 1.90 12.12 1.80 .31 .31 1.00 Community Relations 12.05 2.61 11.85 2.01 .20 .39 .51 11*1.08 16.10 11*6.15 1 5 . 3 0 -5.07 2.61* -1.92 Factor SELF ADJUSTMENT TOTAL ADJUSTMENT Boys Diff.in Means °b C.R. (75) From T a b l e V I I , i t i s a p p a r e n t t h a t t h e sex are even smaller levels. I n o n l y one grade differences i n g r a d e t w e l v e t h a n i n t h e o t h e r two component, s o c i a l twelve d i f f e r e n c e significant, grade s t a n d a r d s , i s .the girls having the higher scores. Are boys The different answer, b r o a d l y , sub-total scores difference from g i r l s i s "No." i n the three I n n o t one a t any o f t h e t h r e e noteworthy. component-comparisons levels I n o n l y f i v e >out o f or i s the thirty-six are t h e v a l u e s of the c r i t i c a l of the P e r s o n a l i t y Development Considered Separately Before grade the d i f f e r e n c e s levels c a n be p r o g r e s s of each personality changes each grade similar i n adjustment ratios o f Boys and s c o r e s between t h e of the boys and g i r l s seen r e a d i l y level. investigated. from graphs These p r o f i l e s of the are p l o t t e d directions using the p e r c e n t i l e (53-P»16). The and f o r g r a d e high profiles on charts of norms of t h e manual o f norms u s e d f o r g r a d e s e i g h t are t h o s e s u p p l i e d f o r t h e . i n t e r m e d i a t e used, Test of The through t h e i r to those s u p p l i e d with the C a l i f o r n i a Personality, Girls d e a l t w i t h , the q u e s t i o n of the r a t e s e p a r a t e sex must be s c h o o l y e a r s c a n be test of the t o t a l grade Comparison ten tested? 3.00. over for grades series and of the twelve, those of the s e n i o r series. (76) Graph I shows t h e p r o f i l e s three grade l e v e l s from in Tables a similar obtained f o r the g i r l s using the p e r c e n t i l e s V, VI and V I I . Graph manner f o r t h e b o y s . at the o f t h e mean I I shows p r o f i l e s scores computed (77) GRAPH I COMPARISON OF THE MEAN PROFILES OF THE GIRLS AT VARYING GRADE LEVELS COMPONENTS Self Adjustment A. S e l f - r e l i a n c e B. Sense of personal worth C. Sense of personal freedom D. Feeling of belonging E. Withdrawing Tendencies F. Nervous Symptoms S o c i a l Adjustment A. S o c i a l Standards B. S o c i a l S k i l l s C. A n t i - s o c i a l Tendencies D. Family Relations E. School Relations F. Community Relations TOTAL ADJUSTMENT 9° 5 2 2 2LU- loo (78) GRAPH I I COMPARISON OF THE MEAN PROFILES OF THE BOYS AT VARYING GRADE LEVELS _PERCENIILE COMPONENTS *y<Tf .*_ S e l f Adjustment /• » • J o I f.c> <u $t> | CO 70 SO ?8 fTo 100 A. S e l f - r e l i a n c e B. Sense of personal worth C. Sense of personal freedom D. Feeling of belonging E. Withdrawing Tendencies F. Nervous Symptoms S o c i a l Adjustment A. S o c i a l Standards B. S o c i a l S k i l l s C. A n t i - s o c i a l Tendencies D. Family Relations E. School Relations F. Community Relations TOTAL ADJUSTMENT fo 100 (79) From G r a p h adjustment I i t may be s e e n t h a t , s c o r e s t e n d t o improve twelve, with c e r t a i n (a) sense o f p e r s o n a l (b) t o t a l (c) exceptions, social social for mean p e r c e n t i l e s grade the to another. following Steady 2) Self-reliance 3) A n t i - s o c i a l Tendencies k) S c h o o l R e l a t i o n s The the Adjustment levels significant. California the freedom; adjustment; relations. II reveals o f t h e boys that there i s some tendency to vary e r r a t i c a l l y a r e summarized Little Change f r o m one briefly i n need Regressions 1) S o c i a l A d j u s t m e n t 1) Sense o f p e r sonal worth 2) N e r v o u s Symptoms 2) Sense o f p e r s o n a l freedom 3) F a m i l y R e l a t i o n s 3) F e e l i n g o f belonging k) Community R e l a t i o n s k) W i t h d r a w i n g tendencies 5) S o c i a l S t a n d ards 6) S o c i a l S k i l l s g r a p h s make i t a p p a r e n t t h a t grade t o grade chart: Adjustment 5) T o t a l eight 1 namely: The v a r i a t i o n s Improvement 1) S e l f grade girls skills; (d) community A s t u d y o f Graph from on t h e w h o l e , t o be s t u d i e d However, s i n c e the d i f f e r e n c e s to f i n d which the secondary s e r i e s between ones a r e of the T e s t o f P e r s o n a l i t y was u s e d i n grade t w e l v e , w h i l e intermediate s e r i e s was u s e d i n b o t h g r a d e s e i g h t and t e n , (80) it i s n o t p o s s i b l e t o compare series. twelve Therefore, and g r a d e s t e n and t w e l v e , studied. o f the f o r the c o m p a r i s o n s o f g r a d e s to p e r c e n t i l e e q u i v a l e n t s are t h e raw s c o r e s t h e raw different e i g h t and s c o r e s were changed and the p e r c e n t i l e d i f f e r e n c e s O n l y t h e d i f f e r e n c e s between g r a d e s e i g h t and t e n considered from the c r i t i c a l ratios o f mean r a w - s c o r e differences. Table VIII shows t h e c o m p a r i s o n grade-twelve g i r l s of the g r a d e - e i g h t using percentile values. and (81) TABLE VIII GRADE-LEVEL DIFFERENCES IN TEST COMPONENTS FOR GIRLS IN GRADES V I I I AND X I I Factor SELF ADJUSTMENT Mean Gr.VIII Scores Gr.XII Percentile" Equiv- ~ alents Gr.VIII Gr.XII Diff. i n Percentiles 65.17 7l*.86 30 69 39 SelfReliance 9.53 10.76 36 65 32 Personal Worth 11.13 13.15 1*1 67 26 Personal Freedom 12.69 13.29 1*5 52 7 Feeling of Belonging 12.29 13.50 31* 58 21* Wi t h d r a w i n g Tendencies 10.60 12.26 36 51* 18 Nervous Symptoms 11.12 11.32 37 58 21 71.91 37 1*0 SOCIAL ADJUSTMENT 3 Social Standards 13.53 11*. 1*7 58 79 21 Social Skills 11.51* 12.18 58 59 1 Anti-social Tendencies 11.1*3 13.26 1*1* 75 31 Family Relations 11.98 12.26 1*0 1*9 9 School Relations 10.69 12.12 1*7 62 15 Community Relations 12.56 11.85 56 .1*8 133.90 11*6.15 35 55 TOTAL ADJUSTMENT - 8 20 , (82) Since the differences has between the arbitrarily more to this choice, the percentile writer and compared ten (where t h e the ence f o r the In no as great (see From T a b l e VIII, and instance and i t may seen t h a t those i n grade e i g h t , small in total actually reversed A similar grade-eight and 10 or for r a t i o s of a the girls series was differ- percentile critical ratio XIV). there is a dis- t o have h i g h e r although the s o c i a l adjustment of percentile a raw-score XI writer b o y s and did the a basis intermediate T a b l e s X, be As f o r the respective have the difference critical tendency f o r grade-twelve g i r l s t h a n do very t h a n 10 2.99 tinct as same f a c t o r . less the each t e s t f a c t o r both grades) with of equivalents, a percentile used f o r difference determined f o r a significant difference. s c o r e s of grades e i g h t r a t i o s were n o t considered indicate mean raw of critical and difference social scores is skills, i n community r e l a t i o n s . study of the percentile differences g r a d e - t w e l v e b o y s i s shown i n T a b l e of the IX. (83) TABLE I X GRADE-LEVEL DIFFERENCES IN TEST COMPONENTS BOYS IN GRADES V I I I AND X I I Mean Factor SELF ADJUSTMENT Scores Percentile Gr.VIII FOR Equiv- Gr. X I I Diff. i n Percentiles Gr.VIII Gr. X I I 67.21 72.16 35 56 21 SelfReliance 10.37 10.73 52 67 15 Personal Worth 10.76 12.1*0 38 56 18 Personal Freedom 12.52 13.38 1*3 55 12 Feeling of Belonging 12.95 13.31* 1*1* 51* 10 Withdrawing Tendencies 10.79 11.38 38 1*1 3 Nervous Symptoms 12.00 10.60 50 51 1 SOCIAL ADJUSTMENT 66.1+5 69.32 30 35 So c i a l Standards 13.20 13.1*1 50 55 5 Social Skills 10.61* 11.1*1 1*5 1*6 l Anti-social Tendencies 10.10 12.73 31 65 31+ Family Relations 12.52 12.32 1*5 50 5 School Relations 10.58 12.1*3 1*6 66 20 Community Relations 11.90 12.05 1*9 51 2 132.90 11*1.08 30 1*5 15 TOTAL ADJUSTMENT ' 5 (810 Large d i f f e r e n c e s eight and girls of very ies twelve these small, not grades. being inspection There which appear eight determine the Seven of the differences of Table t o be of ratios are and these boys i n differences of 10 The s e r i e s of over study, the The indeed The categorbe deter- the four-year therefore, span i s o n l y to standard shown i n T a b l e X f o r the differences t e s t was i t is possible levels. the IX. d i f f e r e n c e s when t h e ten, grades are or more may numerous s i g n i f i c a n t to t w e l v e . intermediate grades e i g h t scores the of numerous as were f o u n d f o r i n d i c a t e p e r s o n a l i t y changes from grade Since as scores 5 or f e w e r p e r c e n t i l e p o i n t s . having p e r c e n t i l e mined by to are between t h e proceeds two used i n compare t h e deviations girls years. both mean and i n these period raw critical grades. (85) TABLE X GRADE-LEVEL DIFFERENCES IN TEST COMPONENTS FOR GRADES V I I I AND X Factor Gr.VIII. G i r l s S.D. Mean SELF ADJUSTMENT 65.17 10.86 Gr.X . G i r l s S.D. Mean GIRLS IN Diff.in Means °D C.R. 70.28 9.51 5.H 1.22 1*.19 SelfReliance 9.53 2.60 10.30 2.17 .77 .29 2.70 Personal Worth 11.13 2.79 12.51* 2.06 1.1*1 .29 1*.86 Personal Freedom 12.69 2.1*3 13.18 2.1*9 .19 .30 1.63 Feeling of Belonging 12.29 2.91* 13.35 2.10 1.06 .30 3.51 Withdrawing Tendencies 10.60 2.79 11.71* 2.1*9 l.ll* .32 3.61 Nervous Symptoms 11.12 2.61* 11.53 2.33 .1*1 .30 1.38 SOCIAL ADJUSTMENT 69.1*5 71.88 9.83 2.1*3 1.20 2.03 Social Stan d a r d s 13.53 1.69 13.86 1.55 .33 .19 1.70 Social Skills 11.51* 2.23 11.81 2.00 .27 .25 1.07 Anti-social Tendencies 11.1*3 2.57 12.12 2.1*6 .69 .30 2.28 Family Relations 11.98 3.12 12.06 3.25 .08 .38 .21 School Relations 10.69 2.67 11.37 2.36 .68 .30 2.27 Community Relations 12.56 2.1*1* 12.1*6 2.1*7 -.10 .30 -.33 7.18 2.22 3.23 TOTAL ADJUSTMENT . 133.90 10.12 19.87 11*1.08 17.30 (86) Table X r e v e a l s that grade-ten higher of adjustment the d i f f e r e n c e s three times critical are their ratios scores than girls do g r a d e - e i g h t are h i g h l y s i g n i f i c a n t , standard exceed two. errors. t o have girls. Five b e i n g more than In f o u r cases, the The r e m a i n i n g s m a l l , and a l l b u t one i n f a v o u r higher tend six differences of the g i r l s i n the grade. The boys o f g r a d e s T a b l e X I shows t h e i r e i g h t and t e n a r e compared differences i n test next. components. (87) TABLE X I GRADE-LEVEL Factor DIFFERENCES IN TEST COMPONENTS FOR BOYS IN GRADES V I I I AND X Diff.in Means °D 11.71+ 2.71 1.1*1 1.92 G r . X ". Boys S.D. Mean G r . V I I I . Boys S.D. Mean C.R. SELF ADJUSTMENT 67.21 12.31+ 69.92 SelfReliance 10.37 2.51 10.86 2.33 .1+9 .28 1.71+ Personal Worth 10.76 2.69 10.52 2.1*6 -.21* .30 -.80 Personal Freedom 12.52 2.65 13.56 2.23 1.01+ .28 3.67 Feeling of Belonging 12.95 2.53 12.1*8 2.91 -.1*7 .32 -1.1+6 Withdrawing Tendencies 10.79 2.85 12.21+ 2.51+ 1./-+5 .31 1+.62 Nervous Symptoms 12.00 2.56 12.23 2.57 .23 .30 .76 SOCIAL ADJUSTMENT 66.1+5 11.1+1+ 68.81 2.36 1.28 1.81+ Social Standards 13.20 1.91+ 12.81 2.20 -.39 .25 Social Skills 10.61+ 3.25 11.02 2.51+ .38 Anti-social Tendencies 10.10 3.15 11.32 2.81+ 1.22 Family Relations 12.52 2.88 12.75 2.81+ School Relations 10.58 2.79 11.29 Community Relations 11.90 2.81+ TOTAL ADJUSTMENT 132.90 20.71 . 10.53 -1.59 .31+ 1.12 .25 1+.82 .23 .31+ .69 2.53 .71 .31 2.29 12.03 2.78 .13 .33 .39 138.25 19.63 5.35 2.36 2.27 (88) When t h e d i f f e r e n c e s between t h e g i r l s ' scores i n g r a d e s e i g h t and t e n a r e compared w i t h t h e d i f f e r e n c e s between t h e b o y s ' scores variation i s found. ence b o t h similar other considerable I n o n l y one component i s t h e d i f f e r - and s i g n i f i c a n t freedom from withdrawing boys, o n l y t h r e e o f t h e same g r a d e s , f o r each s e x , namely, tendencies. In the case d i f f e r e n c e s are s i g n i f i c a n t , d i f f e r e n c e s exceed twice their standard and o n l y two errors. A l l the r e m a i n i n g t e n d i f f e r e n c e s a r e s m a l l and t h r e e are of t h e g r a d e - e i g h t i n favour There r e m a i n s a c o m p a r i s o n and twelve, are compared o f them boys. of the g i r l s and o f t h e boys o f t h e s e i n Table X I I . of the of grades t e n same g r a d e s . The girls (89) TABLE X I I GRADE-LEVEL DIFFERENCES IN TEST COMPONENTS FOR GIRLS IN GRADES X AND X I I Mean S c o r e s Percentile Equivalents Gr. X Gr. X I I Diff. i n Percentiles Factor Grade 2 Gr. X I I SELF ADJUSTMENT 70.28 7U.86 1*1 69 28 SelfReliance 10.30 10.76 51 68 17 Personal Worth 12.51* 13.15 61 67 6 Personal Freedom 13.18 13.29 51; 52 - 2 Feeling of Belonging 13.35 13.50 52 58 6 Withdrawing Tendencies 11.71* 12.26 1*7 51* 7 Nervous Symptoms 11.53 11.32 1*3 58 SOCIAL ADJUSTMENT 71.88 71.91 1*5 1*0 Social Standards 13.86 ll*..l*7 67 79 Social Skills 11.81 12.18 6 59 Anti-social Tendencies 12.12 13.26 52 75 Family Relations 12.06 12.26 1*1 1*9 8 School Relations 11.37 12.12 '51* 62 8 Community Relations 12.1*6 11.85 55 1*8 - 7 11*1.08 11*6.15 1*5 55 10 TOTAL ADJUSTMENT 2 15 - 5 12 - 3 23 (90) The crease over ile data of Table X I I reveal" that i n t e s t scores grade grade-twelve superior A levels Five differences girls, while four adjustment i n grade are small small among g r a d e - t e n i s made, . T a b l e X I I I test equivalents components. twelve exceed nine percent- but i n favour differences of the indicate girls;. s i m i l a r comparison o f the boys a t these centile the i s made b y g i r l s t e n . Only s i x d i f f e r e n c e s points. no c o n s i s t e n t i n - two g r a d e shows t h e i r mean s c o r e s , , p e r - and d i f f e r e n c e s between p e r c e n t i l e s i n (91) TABLE X I I I GRADE-LEVEL DIFFERENCES IN TEST COMPONENTS BOYS IN GRADES X AND X I I Mean Scores Percentile alents Gr. X FOR Diff. i n , PercentGr.XII iles Equiv- Factor Gr. X Gr. X I I SELF ADJUSTMENT 69.92 72.16 1*0 SelfReliance 10.86 10.73 62 67 Personal Worth 10.52 12.1*0 35 56 . Personal Freedom 13.56 13.38 61 55 Feeling of Belonging 12.1+8 13.3k 37 Sk !7 Withdrawing Tendencies 12.21+ 11.38 51+ l+i -13 Nervous Symptoms 12.23 10.60 53 5i - SOCIAL ADJUSTMENT 68.81 69.32 35 35 0 Social Standards 12.81 13. • 1+2 55 13 Social Skills 11.02 11.1*1 50 1+6 - 1+ Anti-social Tendencies 11.32 12.73 1+3 65 22 Family Relations 12.75 12.32 kQ 50 2 School Relations 11.29 12.1*3 53 66 13 Community Relations 12.03 12.05 50 51 1 l+o 1+5 5 TOTAL ADJUSTMENT 138.25 Ill 11*1.08 . • 16 56 5 21 - 6 2 (92) From T a b l e X I I I , i t may be s e e n test the s c o r e s o f t h e boys a r e more i n c o n s i s t e n t girls. Compared w i t h have s i x s i g n i f i c a n t l y slightly higher, while i n freedom from percentile are i n favour withdrawing i n T a b l e XIV. those o f the s e n i o r boys equivalents, four adjustment. of the grade-ten tendencies points higher f o r grade-ten A summary o f t h e r e s u l t s given boys, than and one e q u a l - t h a t o f s o c i a l small differences 13 p e r c e n t i l e grade-ten higher Three is that the increases i n of Tables boys, the d i f f e r e n c e boys. VIII to XIII i s (93) TABLE X I V PERCENTILE DIFFERENCES FOR THE GRADE-LEVEL FOR EACH SEX Component SELF ADJUSTMENT Gr.XII & VIII Boys Gr. X & VIII COMPARISONS Gr.XII & X Gr.XII & VIII Girls Gr. X & VIII Gr.XII §c X 21 5 16 39 11 28 SelfReliance 15 10 5 32 15 17 Personal Worth 18 -3 21 26 20 6 Personal Freedom 12 18 -6 7 9 -2 Feeling of Belonging 10 -7 17 2k 18 6 -13 18 11 7 Withdrawing Tendencies 3 16' Nervous Symptoms 1 3 -2 21 6 15 SOCIAL ADJUSTMENT 5 5 0 3 8 -5 Social Standards 5 -8 13 21 9 12 Social Skills l 5 -k 1 1* -3 3k 12 22 31 8 23 Family Relations 5 3 2 9 1 8 School Relations 20 7 13 15 7 8 Community Relations 2 1 1 -8 -1 -7 15 10 5 20 10 10 Anti-social Tendencies TOTAL ADJUSTMENT (9k) C e r t a i n p o i n t s are worth n o t i n g : (1) F o r b o t h sexes, total ment s c o r e s t e n d (2) H i g h e r is little Rather change (6) S c o r e s and community tendencies of the g i r l s the boys t o r e m a i n (7) negative tween t h e b o y s o f g r a d e s drawing Evidences This tween t h e g r a d e l e v e l s grade according Personality, plotted for each i n social skills, i n p e r s o n a l freedom, standards; i n nervous symptoms; difference occurs be- twelve the evidence when t h e s e x e s of p e r s o n a l i t y and t e n i n w i t h - of d i f f e r e n c e s be- a r e combined. development from i n Graph I I I , u s i n g To g e t grade to t o t h e measurement o f t h e C a l i f o r n i a t h e mean p r o f i l e s grade. scores; D i f f e r e n c e s i n P e r s o n a l i t y Components now p r e s e n t s a general picture relations; tendencies* of Grade-Level study of belong- t o i n c r e a s e and t h o s e o f stationary The o n l y s i g n i f i c a n t to occur i n relations; and s o c i a l tend grades; adjustment to occur development i s found withdrawing tend and s c h o o l i n social minor changes t e n d Irregular i n the l a t e r grades tendencies family relations (5) and s e l f - a d j u s t - p e r s o n a l worth, f e e l i n g anti-social (3) T h e r e (k) t o be h i g h e r scores i n the l a t e r self-reliance, ing, adjustment Test of f o r the three l e v e l s are the a p p r o p r i a t e p e r c e n t i l e norms (95) GRAPH I I I COMPARISON OF THE MEAN PROFILES OF THE GRADE LEVELS COMPONENTS S e l f Adjustment A. S e l f - r e l i a n c e B. Sense of personal worth C. Sense of personal freedom D. Feeling of belonging E. Withdrawing Tendencies F. Nervous Symptoms S o c i a l Adjustment A. S o c i a l Standards B. S o c i a l S k i l l s C. A n t i - s o c i a l Tendencies, D. Family Relations E. School Relations F. Community Relations TOTAL ADJUSTMENT PERCENTILE (96) In eight general, i t c a n be i s n o t as w e l l adjusted t e n r a n k s lower than grade the C a l i f o r n i a Test some grade the three I I I that t e n and that grade grade t w e l v e i n most components o f There appear between t h e p e r s o n a l i t y g r a d e s , hence comparisons t o be components a r e made between levels. T a b l e XV percentile Graph as g r a d e of P e r s o n a l i t y . differences i n the various seen from shows t h e means, p e r c e n t i l e e q u i v a l e n t s differences f o r grades e i g h t and t w e l v e . and (97) TABLE XV GRADE DIFFERENCES IN TEST COMPONENTS FOR GRADES V I I I AND X I I Mean Factor SELF ADJUSTMENT Scores Percentile Equivalents Gr.VIII Gr. X I I Diff. i n Percentiles Gr.VIII Gr.XII 66.25 70.56 31 1*8 17 SelfReliance 10.00 10.75 1*5 68 23 Personal Worth 10.9k 12.76 39 61 22 Personal Freedom 12.60 13.3k kk 51* 10 Feeling of Belonging 12.6k 1 3 . k2 1*0 56 16 Withdrawing Tendencies 10.70 11.80 37 1*7 10 Nervous Symptoms 11.58 10.9k 1*1* 5.1* 10 SOCIAL ADJUSTMENT 67.87 73.17 31* 1*6 12 Social• Standards 13.35 13.92 51* 68 11* Social Skills 11.07 11.78 51 52 1 Anti-so c i a l Tendencies 10.87 12.99 39 70 31 Family Relations 12.27 12.30 1*3 50 7 School Relations 10.63 12.28 1*6 61* Community Relations 12.21 12.2k 52 55 11*3.52 32 1*8 TOTAL ADJUSTMENT 133. Mt 18 3 16 (98) A study o f the t a b l e tween g r a d e - e i g h t to be f a i r l y family reveals In only three r e l a t i o n s , and community ten p e r c e n t i l e and t e n . i instances scores be- tend - social r e l a t i o n s - are the skills, differ- points. T a b l e XVI compares the s c o r e s eight the d i f f e r e n c e s and g r a d e - t w e l v e p e r c e n t i l e large. ences l e s s than that made by p u p i l s i n grades (99) TABLE XVI GRADE DIFFERENCES IN TEST COMPONENTS FOR GRADES V I I I AND X 1 Factor SELF ADJUSTMENT Grade V I I I Mean S.D. Grade Mean X S.D. Diff.in Means OD C.R. .93 1*.08 .58 .20 2.91 2.1*0 .80 .21 3.73 13.37 2.38 .77 .21 3.67 2.76 12.91 2.57 .27 .22 1.21 10.70 2.86 11.99 2.52 1.29 .22 5.75 Nervous Symptoms 11.58 2.61* 11.88 2.1*8 .30 .21 l.Uo SOCIAL ADJUSTMENT 67.87 10.91 70.31* 1 0 . 3i* 2.1*7 .89 2.78 Social Standards 13.35 1.83 13.33 1.97 -.02 .16 -.12 Social Skills 11.07 2.1*5 11.1*9 2.1*6 .1*2 .18 2.36 Anti-social Tendencies 10.87 2.88 11.72 2.70 .85 .23 3.61* Family Relations 12.27 3.11 12.1*0 3.07 .13 .26 .50 School Relations IO.63 2.73 11.33 2.52 .70 .22 3.19 Community Relations 12.21 2.68 12.62 2.1*1* .Ul .21 1.92 133.Wi '20.32 139.75 1.62 3.90 66.25 11.1*2 70.02 10.71 3.77 SelfReliance 10.00 2.51 10.58 2.26 Personal Worth 10.91; 2.71* 11.71* Personal Freedom 12.60 2.65 Feeling of Belonging 12.61* Withdrawing Tendencies TOTAL ADJUSTMENT 18.1*9 6.31 (100) Only five responding tend differences standard nervous These f i v e s m a l l one, grades compares t e n and standards, A l l the are i n favour Table XVII scores twice their twelve. cor- that grade-ten than do of belonging, family relations differences, of the p u p i l s the p e r c e n t i l e pupils grade-eight components i n c l u d e f e e l i n g symptoms, s o c i a l community r e l a t i o n s . than indicating t o have b e t t e r a d j u s t m e n t pupils. in errors, are l e s s except i n grade and one very ten. equivalents of pupils (101) TABLE X V I I GRADE DIFFERENCES Mean IN TEST COMPONENTS X AND X I I Scores FOR GRADES Percentile Equivalents Gr. X Gr. X I I Diff. i n Percent- . iles Factor Gr. X Gr.XII SELF ADJUSTMENT 70.02 70.56 1*0 1*8 SelfReliance 10.58 10.75 57 68 11 Personal Worth 11.71* 12.76 1*7 61 11* Personal Freedom 13.37 13.31* 57 51* - 3 Feeling of Belonging 12.91 13.1*2 1*1* 56 12 Withdrawing Tendencies 11.99 11.80 50 1*7 - 3 Nervous Symptoms 11.88 10.91* 1*8 5.1* 6 SOCIAL ADJUSTMENT 70.31* 73.17 1*2 1*6 1* Social Standards 13.33 13.92 53 68 15 Social Skills 11.1*9 11.78 57 52 - 5 Anti-social Tendencies 11.72 12.99 1*7 70 23 Family Relations ,12.1*0 12.30 1*1* 50 6 School Relations 11.33 12.28 53 61* 11 Community Relations 12.62 12.21* 56 55 - 1 1*0 1*8 8 TOTAL ADJUSTMENT 139.75 , 11+3.52 8 (102) It i s apparent from Table XVII, t h a t f r o m g r a d e s t e n to t w e l v e a r e s m a l l e r was t h e c a s e i n the c o m p a r i s o n percentile differences twelve, while four changes i n s c o r e s and more e r r a t i c of grades e i g h t exceed t e n p o i n t s and ten. i n f a v o u r of of the s m a l l d i f f e r e n c e s than Six grade favour the lower grade. Statement of Areas of P e r s o n a l i t y R e q u i r i n g T e a c h e r s and (1) Attention of Counsellors From a s t u d y of t h e t e s t data., i t becomes a p p a r e n t that some a r e a s o f p e r s o n a l i t y r e q u i r e the a t t e n t i o n of t e a c h e r s and c o u n s e l l o r s . a r e a s s h o u l d be out Before s p e c i f i c for attention, students i t must be at each grade area of p e r s o n a l i t y students require level that, admitted that had s u c h low i f the t e s t expert guidance a percentage of scores results and h e l p singled i n every are v a l i d , to c o r r e c t these their maladjustments. (2) From t h e i n v e s t i g a t i o n o f sex d i f f e r e n c e s w i t h i n grades, i t i s found that, significantly t h e y c a n be different treated guidance program. ization social grade in (3) it i n general, in personality as one The group w i t h i n specific eight; grade and f r e e d o m from in social each grade anti-social and grade level as i t does f o r e a c h are not and that i n the general- self-reliance, tendencies i n social s t a n d a r d s i n grade When a l l s t u d e n t s i n e a c h becomes e v i d e n t , adjustment symptoms, i n sense of p e r s o n a l worth t e n ; and girls exceptions to t h i s a r e i n the a r e a s o f n e r v o u s skills b o y s and the are standards twelve. compared, s e p a r a t e sex, that (103) the test ten and scores r e v e a l a gradual from t e n to t w e l v e self-adjustment reliance, other scores, anti-social s t u d i e s do counsellors not f a m i l y and found. those significant Cognizance directing (5) .From t h i s tend self the (6) girls eightj level. then and adjustment the scores 1~, See On boys would of personality- social skills w e l l as o f t o t a l s h o u l d be social taken by school. the California the boys, development of b e l o n g i n g appear and i n grade r e f e r e n c e numbers: 1 9 2 , guidance ten The of girls i n the . scores components. social than at the program boys i n t h e s e hand, t o be that especially in five i n c r e a s e markedly grade-ten Test more. lower other note i t s s i x components. appear t h a t the the teachers even marked d i f f e r e n c e s , a r e than and slightly s p e c i a l help to the twelve and c o u n s e l l o r s should more e v e n l y I t would personality. finding,•*• evidence as measured by teachers are selfSince p r o g r a m o f the b o y s show i r r e g u l a r scores total of t h e r a t e s of p e r s o n a l i t y d e v e l o p m e n t In p e r s o n a l worth, f e e l i n g their in components - components o f boys seem t o f l u c t u a t e The and school r e l a t i o n s . l a c k of gain guidance study to d e v e l o p area of this grade e i g h t t o study. or of t h i s the the b o y s and Personality, i n three community r e l a t i o n s , a s a d j u s t m e n t , no of in this adjustment and aware o f t h e I n a l l c o m p a r i s o n s of t h e and of as w e l l as agree w i t h development i n d i c a t e d (U) in total tendencies s h o u l d be i n c r e a s e from three standards, i n grade grade-twelve should areas s p e c i a l help f o r the justified 16~S. i n sense of give of gradepersonal (1020 freedom back and i n w i t h d r a w i n g t e n d e n c i e s where t h e s c o r e s from d e c i d e d g a i n s i n grade t e n t o a m i n o r l o s s r e s p e c t i v e l y " i n grade no increase symptoms. i n their scores To e n s u r e a g a i n twelve. Finally, i n these scores, s h o u l d be g i v e n t o t h e i r (7) I n o n l y one o f t h e s i x components boys, do t h e g i r l s component o f sense icate that and a m a j o r t h e boys show i n t h e component o f n e r v o u s tion the drop problems show i r r e g u l a r i n this need atten- area, j u s t mentioned f o r increases. of p e r s o n a l freedom, grade-twelve g i r l s special the t e s t special In t h i s data ind- counselling. CHAPTER V RECOMMENDATIONS FOR GUIDANCE WORK Review o f S u g g e s t i o n s The Found i n L i t e r a t u r e l i t e r a t u r e reviewed recommendations f o r guidance are d i r e c t l y according and applicable to the t e s t counsellors. ectly. according high t o grade each level level, their r e s u l t s from guidance i n w h i c h t h e group approach, was u s e d needs. to into the p a r t i c u l a r have of personhelp Studies of the personalities work w i t h p r o b l e m reveal students. project s u p p l e m e n t e d by a c h i l d - g u i d a n c e groups Each c o u n s e l l o r t r i e d correct indicator o u t an e x p e r i m e n t a l t o help problem p u p i l s were d i v i d e d Scores maladjustments. B l a u and Veo ( 3 2 ) c a r r i e d clinic, does c o n t a i n of the students i s a valid o f r e m e d i a l work on m a l a d j u s t e d favourable guidance students would r e q u i r e s p e c i a l to correct indir- students. Low T e s t a percentage such effect of t e a c h e r s to vary However, t h e l i t e r a t u r e ality adjustment, which, or a c c o r d i n g t o sex d i f f e r e n c e s o f I f the test guidance the a t t e n t i o n suggestions f o r maladjusted grade suggestions of p e r s o n a l i t y i n s t r u c t i o n s were f o u n d v e r y low s c o r e s . and Some o f t h e s e s u g g e s t i o n s c a n o n l y be a p p l i e d Recommendations f o r S t u d e n t s w i t h In s t u d y c o n t a i n e d many areas d a t a , needed school students.- many h e l p f u l work. to those Other No s p e c i f i c for this children. according to t h e i r by d i s c u s s i o n maladjustment (105) The m a l a d j u s t e d individual and r e m e d i a l work of h i s group. Such (106) "group treatment" udes and regular adjustment, and about marked improvement i n many o f s t u d e n t s who Klein (26) were f a i l i n g a s s i s t a n c e was children, t h e p u p i l s were r e t u r n e d t o reported a project with superior i n various subjects. found t o be most o f the p u p i l s were h e l p e d by the c h i l d ' s try to help the c h i l d found to c l i n i c a l that success complexity ected age it the treatment of f a c t o r s . levels. He 700 judged that 15 27 result treatment of the be from successfully ij.2 u n d e t e r m i n e d . aged 21 and concluded 12 teacher to procedures. hygienists. He of 100 and 32 cases sel- at three v a r y i n g under 12 years successfully undetermined of age, adjusted, (where the c o u l d n o t be m e a s u r e d , o r where still per i n doubt). c e n t were a d j u s t e d , 28 p a r t i a l l y , "while the 28, 2k and k l per s t u d i e s show t h a t l a r g e p r o p o r t i o n of c h i l d r e n are h e l p e d , In judged 20 u n i m p r o v e d corresponding percentages o v e r were 7 , that nature of treated c e n t were t o 20 y e a r s , 10 The the process the response r e p o r t s a study unadjusted the d e p e n d e d upon a t r e m e n d o u s permanency o f the improvement was range u r g i n g the of c h i l d r e n per 26 p a r t i a l l y , age by by m e n t a l children I n the c a s e profess- simple on ordinary classroom or f a i l u r e a t random f r o m was i n the and (115,pp.571ff) investigated Jersild children maladjustment, While n e c e s s a r y f o r some of o f f o c u s i n g t h e home-room t e a c h e r ' s a t t e n t i o n of attit- classes. Berman and ional brought for cent. a they the the to and persons Jersild relatively also indicate (107) t h a t many c h i l d r e n who r e c e i v e of time do n o t seem t o show s i g n i f i c a n t Tiegs available and K a t z indicates (225,P«17U) claim that Since a guidance special guidance program outlined directing (1) on sound varying periods that directed so f a r e f f o r t s can are e x p e r i e n c i n g d i f f i c u l t y . " has b e e n shown t o h e l p many s t u d e n t s , to problem principles students. the guidance to give Such a p r o g r a m must of guidance. numerous f u n d a m e n t a l s Guidance 11 "evidence i s n e e d e d i n any s c h o o l s y s t e m assistance based over improvement. intelligently do much t o a i d c h i l d r e n who be treatment The l i t e r a t u r e t o be k e p t i n mind by t h o s e program: i s the f u n c t i o n o f t h e whole (173), staff (165). (2) Guidance from i s a gradual, long-time process extending t h e home and t h e e l e m e n t a r y s c h o o l g r a d u a t i o n and e v e n (3) (k) Treatment o f g u i d a n c e work (213). beyond P r e v e n t i o n of maladjustment function school to high- i s a very (225,p.17U)• s h o u l d be s t a r t e d early. for r e m e d i a l work i s i n t h e p u b l i c the s t u d e n t becomes t o o f i r m l y habits of inadequate House C o n f e r e n c e fact nothing f a i l s out that that until area school before adjustment (238,p.Jj.O) like o f t e n no s p e c i a l The b e s t established i n personality The W h i t e important failure. (2l;7). stresses the - They point s t u d y i s made o f a c h i l d he i s two y e a r s b e h i n d i n h i s studies and i s (108) thus w e l l grounded i n h a b i t s of f a i l u r e , (5) To e n s u r e c o n t i n u i t y of guidance, mittee of the elementary needed (71;). (6) A d e q u a t e time estimated allotment a joint and s e c o n d a r y should f o r every schools i s be p r o v i d e d . t h a t an e q u i v a l e n t o f one counsellor com- 500 students Itis full-time i s required (97,p.61*). (7) Good c u m u l a t i v e be kept to provide the p u p i l (9) Teachers should perament and t r a i n i n g Full organizations (11) be guidance (12) the c o u n s e l - not c l a s s i f y any (71*). and (189). be t a k e n of parent-teacher parental cooperation i n the (51*,PP*i*0i*—7). consisting committee of the p r i n c i p a l , and t h e t e a c h e r This allows and f o r m s counsellors (71*). f i t them f o r g u i d a n c e to e n l i s t program s e t up. may of be s e l e c t e d whose p e r s o n a l i t y , tem- should A school c l i n i c guidance a visit ( 3 5 ) , (1*8), advantage guidance (126,pp.572-82), as "odd" o r d i f f e r e n t counselling (10) t h a t such should understanding s h o u l d be r e q u i r e d t o v i s i t i n order student f o r each student a more c o m p l e t e and h i s p r o b l e m s (8) A l l s t u d e n t s lor r e c o r d cards should opportunity f o r co-ordinated an i n s t r u c t i o n a l and t e a c h e r s concerned the "lab" for (88,p.8). An a t m o s p h e r e o f f r i e n d l i n e s s , interest and sympa- (109) thetic (13) The concern clinical personality (189). i s needed approach i s needed to i n t e r p r e t as a whole. I t i s important aware o f a l l t h e f a c t o r s maladjustment ( i l l ) An (15) (9l,p.85), objective attitude r e m e d i a l work according separate to the (13U). the e l e m e n t s o f the attacked found and remedied f i r s t aspects principles before of the into practice, needed 2) Teachers and 3) Teachers moved t o o t h e r p o s i t i o n s a guidance T h e r e was (61; p e r (53). Chisholm with principals program inability to f o r the type were t o o b u s y (37.7 per judge how (63 per cent). during preparation cent). w e l l guidance met needs. l a c k of planning. of cent). t h e s e f a c t o r s were f o u n d money and the program: guidance with should attempting interfered were i n a d e q u a t e l y p r e p a r e d the problem trouble Teachers k) case standard program i s t h a t f o u r major h a n d i c a p s of the of of each adjustment simpler of specialized The success Along and or f o r a l l p e r s o n s . p u t t i n g these 1) (207,p.211). suitable for a l l situations more c o m p l i c a t e d (51,p.25) one of (15). needs o f No causes i n the f i e l d ( 6 ) , (9k), individualized be (ll6,p.l;60), i s necessary G u i d a n c e must be be In (231), (ll,p,17U), ( 1 2 6 , p p . 22i*f f ) , (16) i n determining to the l a c k of i n t e r e s t , lack (no) If t h e guidance program arranged, tioning i s w e l l planned i t c a n a v o i d most o f t h e s e w e l l , guidance w i l l affect pitfalls. and t h e t e a c h e r School When func- a l l phases of the s c h o o l program - a d m i n i s t r a t i o n , c u r r i c u l u m , cipline and c a r e f u l l y - teaching methods, dis- herself. administration i s very important to e f f e c t i v e g u i d a n c e f o r upon i t r e s t s t h e r e s p o n s i b i l i t y f o r p u t t i n g into p r a c t i c e the g u i d i n g (165) made a s u r v e y administration treat o f the e f f e c t s upon t h e e f f o r t s p u p i l problems. operated with i n fact, in t e n per cent whose f a c u l t i e s was failure schools, pared with only Dimmick ality t h e c h i l d r e n was of the cases, while the r e p o r t e d that, of the cases trends showed improvements the remedial type in 13 d e s i r a b l e b e h a v i o u r upon procedure. schools. pupil-person- He s t u d i e d t h e of c l a s s e s . trends. from the ordinary M a r k e d i n c r e a s e s were Most o f t h e t e a c h e r s t h e t e a c h e r - p u p i l r e l a t i o n s h i p was i m p r o v e d , agreed that as com- and a t t i t u d e s o f 2 5 8 c h i l d r e n the r e o r g a n i z a t i o n of a school to percentage i n the co-operative i n the non-cooperative classroom reported i n the schools (66) i n v e s t i g a t e d the e f f e c t changes i n behaviour that to help 17 p e r c e n t of r e o r g a n i z i n g following where t h e f a c u l t i e s c o - s t a f f much b e t t e r r e s u l t s were ob- Newell found 65 per cent Newell of the co-operation o f d i d not co-operate, thirty-three. of c o u n s e l l i n g . of the guidance c l i n i c t o In schools the c l i n i c tained; only principles i t was e a s i e r t o t e a c h found felt and a l l slow p u p i l s by t h i s method. (Ill) The co-operation body i s n e c e s s a r y of a d m i n i s t r a t i o n w i t h to secure adequate time the keeping the s e l e c t i o n of s u i t a b l e teachers of o f good c u m u l a t i v e parent-teacher School individual adjusted acity, and t h e p r o m o t i o n (51*,PP• ii-OU—7 ) • d i f f e r e n c e s i n order social maturity. three forms: s p e c i a l c l a s s e s and c o m p l e t e Cole (5k,PP«k35-14-1) n o t o n l y upon i n t e l l i g e n c e achievement, who a r e m a l - d i f f e r e n c e s i n cap- and p e r s o n a l i t y have t a k e n of i n s t r u c t i o n . base g r o u p i n g to a i d students P r o v i s i o n s f o r these homogeneous g r o u p i n g , and (189), (97,p.6U), (126,pp.572-82), record cards organizations to school. ucational allotment a d m i n i s t r a t i o n must make c a r e f u l p r o v i s i o n f o r interest ization the c o u n s e l l i n g teachers' Cole found individual- and Koos ( 1 2 6 , p . 266) b u t a l s o upon e d - r a t i n g s , p h y s i c a l development that s e l e c t i o n b a s e d on s e v - e r a l f a c t o r s a p p e a r e d t o have b e e n more s u c c e s s f u l t h a n group- i n g s f o r w h i c h o n l y one measure was u s e d . An not attempt only affect necessitate discusses that and to provide for individual differences w i l l the a d m i n i s t r a t i o n o f the s c h o o l b u t w i l l changes i n the c u r r i c u l u m . the curriculum the c u r r i c u l u m at length. should possess p r a c t i c a l values. High-school Cole ( P P • Briefly, cultural, subjects also i4.ll4.-3l4-) she c o n s i d e r s disciplinary should be t h e foundation f o r f u r t h e r academic o r t e c h n i c a l and v o c a t i o n a l training. They s h o u l d p r e p a r e meet t h e needs o f t h e a v e r a g e tain the student adult. t h e answers t o t h e most common i n some d e g r e e t o They s h o u l d and v e x a t i o u s also con- problems (112) of the adolescents themselves. In the main, the subject matter should f i t them for normal existence i n the community and for earning a l i v i n g . Cole l i s t s her selection of courses that should be on every pupil's schedule: (1) (2) (3) (k) (5) (6) (7) (8) (9) S o c i a l Science, Psychology, Physical Hygiene, Mental Hygiene, B i o l o g i c a l Science, Non-biological Science, Child Care and Homemaking, English Composition and Reading, Music, Art, Physical Education Extra-curricular A c t i v i t i e s , (10) Extra elective and vocational courses. She would establish two-year courses for those who more time, or who years of work. cannot take do not have enough a b i l i t y to complete four Such short courses should prepare a student for normal l i v i n g and for the r e l a t i v e l y simple l i n e s of work open to him. needs a new Cole (5U,p.U6) believes that the curriculum "hygiene" course for adolescents. should cover matters "Such a course of diet, sleep, fatigue, over- and under- weight, heart s t r a i n , skin i n f e c t i o n s , perspiration, smoking, drinking and sex manifestations." by teachers who The course should be taught are respected by the pupils and who are not afraid of the f a c t s . Koos (126,p.Ul) outlines what he terms a "constants-withvariables" program of studies which does not c a l l for committal by the p u p i l to s p e c i a l i z a t i o n during junior high-school years. The program provides a wide range i n the "variables" portion. This greater freedom of choice i n subject matter makes more (113) provision for individual differences. Koos goes even f u r t h e r i n a l l o w i n g f o r these d i f f e r e n c e s by m o d i f y i n g both q u a n t i t - a t i v e l y and q u a l i t a t i v e l y the c o n t e n t of the c o u r s e s f o r t h e differentiated levels. For the slow l e a r n e r , t h i s m o d i f i c a t i o n i s a n e c e s s i t y . I r w i n and Marks ( 1 1 2 ) c o n s i d e r i t shameful t h e way a d u l l c h i l d i s d e m o r a l i z e d f o r the good of t h e c u r r i c u l u m . They b e l i e v e t h a t , a t a l l c o s t s , s c h o o l i n f l u e n c e s s h o u l d be shaped t o a v o i d g i v i n g the s t u d e n t an inward sense o f f a i l ure and i n e f f e c t i v e n e s s . I n t e a c h i n g methods, i t i s e q u a l l y as i m p o r t a n t as i n the c u r r i c u l u m , ed s t u d e n t s . t h a t m o d i f i c a t i o n s be made f o r t h e m a l a d j u s t - Hanna ( ° 8 ) views r e m e d i a l s o l u t i o n t o a p e r s o n a l i t y problem. teaching Helping as a p o s s i b l e the s t u d e n t t o a c h i e v e success i n s c h o o l g i v e s him new c o n f i d e n c e respect. Marshall (II4.8) and s e l f - b e l i e v e s t h a t a p l a n n e d "success program" i s a v i t a l f a c t o r i n d e v e l o p i n g good mental a d j u s t - ment. Loftus ( 1 3 8 ) made a study o f the e f f e c t upon p e r s o n a l i t y of the use of p r o g r e s s i v e methods. He compared t h e s c o r e s on p e r s o n a l i t y t e s t s of the s t u d e n t s i n p r o g r e s s i v e w i t h those of s t u d e n t s i n c o n t r o l s c h o o l s . schools He judged t h a t the s t u d e n t s i n t h e former had b e t t e r s o c i a l and p e r s o n a l adjustment. They were s u p e r i o r i n s o c i a l a t t i t u d e s and be- l i e f s as w e l l as i n such f a c t o r s as i n i t i a t i v e and co-operation. From t h i s s t u d y i t appears t h a t p r o g r e s s i v e methods (HU) assist personality development. The directors of the Eight- Year Study came to a similar conclusion ( 3 ) . Cole (Sh pp. i|.l*5-8) summarizes the requisites of good t teaching methods. Teaching should have the following char- acteristics : "It must relate d r i l l to some desired purpose and must eliminate sheer monotony as much as possible; i t must be interesting; i t must give the adolescent mental exercise; i t must s t i r his imagination; i t must allow him to f e e l and develop his independence; and i t must provide him with as many explanations as he can understand. Work that lacks these characteristics simply does not get done; no learning can be brought about without the cooperation of the learner." No outline of teaching methods i s complete without a discussion of the effect of d i s c i p l i n e upon the maladjusted child. In this regard, Symonds ( 2 1 1 , p. II4.7 ) makes a pointed claim: "When i t i s understood that misconduct by a p u p i l usually i s a symptom of mental disorder, s u p e r f i c i a l and temporary perhaps, but sometimes deep-seated and permanent, and that one should seek the cause and i n each case aim to prevent conduct disorders by removing the causethen r e a l gain i s made i n handling d i s c i p l i n a r y situations i n school. Misconduct i s a symptom." Cutts and Mosely ( 6 0 , p p . 1 5 9 - 9 3 ) give a s i x f o l d program for promoting better behaviour. This program includes: " 1 . establishing f r i e n d l y relations with a c h i l d , 2 . helping him make desirable f r i e n d ships with other children, 3 . providing success by adjusting his work to his achievement and a b i l i t y , I * , c u l t i v a t i n g his interests, 5 . giving him r e s p o n s i b i l i t y , and 6 . giving him praise. In adapting this program to children who are chronic offenders the teacher may have to make a special e f f o r t to overcome (115) her q u i t e n a t u r a l d i s l i k e f o r a d i s t u r b e r and a s u s p i c i o u s r e s i s t a n c e e q u a l l y n a t u r a l on h i s part." Most authors consider r e m e d i a l work o f t h e ability of presents the (75,PP»29h~5) 22.5 t o be ers to the i n the are o f the through which the teacher's upon her sense intelligence, teacher teachers to teach- help concluded reflect- states that c r e a t e d by and who teachers have an abiding a r e a l r e s p e c t f o r the p e r s o n a l i t y the system last i n vogue t h e analysis, comes i n c o n t a c t w i t h important i s t o be health, pleasant interest the medium it." qualities of the b e s t i n f l u e n c e i n d u s t r y and i n s o c i a l problems, d i f f e r e n c e s , and person- voice, attractive of humour, p r o m p t n e s s , of i n d i v i d u a l (189) o n l y be o u t l i n e s the fairness, Fenton s t u d i e d was Ryan healthy p e r s o n a l i t y i f she students: appearance, The (1*8) teachers can i s , i n the child i n order investigation, pupils. Whatever teacher Carrington iation the s c h o o l atmosphere .... yet problems. careful o f her and and and teacher need f o r these specialists o f e a c h of in children students, the character a maladjusted s t r e s s e s the personal after behaviour of each c h i l d the He of p r o p o r t i o n of m a l a d j u s t e d themselves mentally interest ality their conduct a "healthy who cent. (21), Baxter ed example f o r h e r seek c o u n s e l l i n g by them t o r i g h t that Certainly, r e p o r t s the per value s c h o o l depends u p o n the teacher. a poor t h a t much o f t h e l o v e of the n e e d s t a c t , wisdom, f r e e d o m f r o m personal thrift, apprec- beautiful. complexes, (116) patience, balance and and Jones struction purposive flexibility. ( l l i i ) used to the method o f p l a n n e d develop p e r s o n a l i t y . He i n a d e f i n i t e improvement but the teacher. effectiveness Ojemann and must know the be on p e r s o n a l i t i e s of evidence has found maladjusted standard iably as o f low (168) shown t h a t Each b o y s and girls Martin social introvert ally method ' this claim that traits, the teachers s t u d e n t s i f they would a guidance program One scores should a c h i e v e a more might, help many acceptable therefore, expect in personality t e s t s to functioning Differences based the drop guidance i n Personality apprecprogram. Within Grade Schreiber and students to f o r Sex that method depended upon their a r e s u l t of a p r o p e r l y Recommendations in- "developers." of adjustment. percentage character i n student-character sound p r i n c i p l e s u n d e r t r a i n e d l e a d e r s of the in of the Wilkinson effective personality The needs control. resulted that Above a l l , she (96) (192) f o u n d no significant difference t h r o u g h o u t the high-school period. found adjustment with inclined. that than the respect The senior to writer's but thinking girls and study revealed ferences i n p e r s o n a l i t y b e t w e e n the However, there were s p e c i f i c Guilford b o y s were more i n t r o v e r t girls, their between were more more no emotion- wide sexes w i t h i n dif- each p e r s o n a l i t y areas i n each grade. grade (117) l e v e l w h i c h were e x c e p t i o n s t o t h i s test d a t a can be c o n s i d e r e d v a l i d , guidance i n each generalization. then the suggestions f o r o f t h e a r e a s where d i f f e r e n c e s w o u l d be u s e f u l f o r t h e s e x w i t h I f the occurred the s i g n i f i c a n t l y lower score. Grade-eight g i r l s were f o u n d from anti-social tendencies than (See Table V ) . Baker many a n t i - s o c i a l twelve years than a t seven grade eight, eight tendencies. stage i n t h e i r The grade writer y e a r s o f age. seem t o have r e a c h e d Probably girls this component attributes sure of themselves that i s a natural t o be l o w e r self-reliance this inequality scores puberty new r o l e t h e boys (C.R. 2 . 9 8 ) . to the f a c t have, and as a r e s u l t , i n their than that, i n grade the g i r l s of personality of self-reliance. e x e r c i s e and p r a c t i c e f o r t r e a t m e n t Such an a p p r o a c h student to understand the nature giving remedial practice eight, are un- of adolescence. e t a l (53) o u t l i n e what t h e y c a l l t h e d i r e c t then after a peak i n a n t i - tendency were f o u n d i n their many o f t h e g i r l s and that Since the w r i t e r ' s improvement i n t h i s w h i l e f e w o f t h e boys have r e a c h e d Clarke (16,p.375) f o u n d development. Grade-eight their grade i t i s comforting to teachers to r e a l i z e boys i n grade freer t e n d e n c i e s a r e much more p r o n o u n c e d a t showed s i g n i f i c a n t of the boys o f t h e i r and T r a p h a g e n study social t o be s i g n i f i c a n t l y method' of lack i n v o l v e s helping the and c a u s e s of h i s d i f f i c u l t y , i n the c o r r e c t responses. (118) Fenton ( 7 5 , P » 1 9 8 ) s t r e s s e s how i m p o r t a n t student have trusted by h i s f a m i l y , f r i e n d s pp»li59-60) the assurance the that h i s eventual and t e a c h e r s . t h e aim o f i m p r o v i n g advises (139, Louttit inferiority w h i c h he i n c l u d e s s e l f - r e l i a n c e ) child adequacy i s b e l i e v e s t h a t , w h e t h e r t h e c a u s e be p h y s i c a l , mental or s o c i a l , (under i t i s that the s h o u l d be t o remove from u n s u c c e s s f u l competition. teachers, attempting to help feelings ( 5 h , P P • 1*06-7) Cole an a d o l e s c e n t who i s o v e r - d e p e n d e n t upon h i s home, t o e x p l a i n t o him t h e n a t u r e of h i s d i f f i c u l t i e s . is, by he i s o f t e n a b l e o r by c o n f o r m i t y o l d enough t o l e a v e Grade-eight male c l a s s m a t e s V). Clarke, Baker girls along and T r a p h a g e n to their ranked and T h o r p e (16,p.173) c o n s i d e r o f a d o l e s c e n t s who a r e u n d e r g o i n g their lower significantly the girls such scores According grade-eight girls i n their Cole than their (See T a b l e (51*,p.91) and t h a t nervous symptoms Particularly i s this many p h y s i c a l c h a n g e s . have o n l y r e c e n t l y an e x p l a n a t i o n may w e l l a c c o u n t f o r i n this component. to the w r i t e r ' s study, lower lower symptoms. (53,P.ll), true puberty, from main demands u n t i l he significantly o f t e n have a p h y s i c a l f o u n d a t i o n . reached either home." very S i n c e many o f t h e s e the matter conventional lines i n freedom from nervous Tiegs what t o work o u t h i s own a d j u s t m e n t , o b t a i n i n g g r e a t e r freedom his parents is "Once he u n d e r s t a n d s score grade grade-ten b o y s have a i n sense o f p e r s o n a l w o r t h level. Here a g a i n , than the d i f f e r e n c e s (119) may be due puberty. to the Most g r a d e - t e n adolescence their or the sense students basis the nature follow this his,defects imagined and groups. of therapy." is real inferiority (139,p.l4-59) Katz student time, the will they o f the n a t u r e For patience, c o - o p e r a t i o n are p r e r e q u i s i t e s These a u t h o r s recommend at (225,pp.3U6-8) defect i s real, r e m e d i a l work. of i n f e r i o r i t y , type divides or i m a g i n a r y T i e g s and When t h e him of "Whether t h e c o n d i t i o n inferiority of g i v i n g and niques f o r t h i s reached t o be q u e s t i o n i n g Louttit method of i n f o r m i n g the understanding (1) expected troubled with feelings same d i v i s i o n . feelings counsellor. two child's govern the d i r e c t i n reaching b o y s have v e r y r e c e n t l y of p e r s o n a l w o r t h , into of the sexes worth. treat pupils a low r a t e s of the and m i g h t w e l l be individual To differing use of correcting intelligence, of the sixteen remedial tech- of maladjustment: " E s t a b l i s h s e l f - c o n f i d e n c e i n t h e c h i l d by g i v i n g s i n c e r e p r a i s e f o r work w e l l done. ( 2 ) P r o v i d e o p p o r t u n i t i e s t h a t a r e i n harmony w i t h h i s a b i l i t i e s and c a p a c i t i e s . ( 3 ) Teach t h e c h i l d t h a t a l l cannot succeed i n e v e r y f i e l d , b u t t h a t a l l c a n be s u c c e s s f u l i n some f i e l d of a c t i v i t y . (k) A v o i d s i t u a t i o n s where t h e c h i l d has no c h a n c e to succeed. ( 5 ) I n s t i l l s e l f - c o n f i d e n c e , c o u r a g e , and p e r s e v e r ence by a v o i d i n g o v e r p r o t e c t i o n and o v e r s o l i c i t u d e . ( 6 ) C u r b and r e p l a c e a l l n e g a t i v e m e a s u r e s s u c h as reproach, scorn, d i s g u s t , r i d i c u l e , nagging, and anger w i t h p o s i t i v e m e a s u r e s s u c h as p r a i s e and r e w a r d s . ( 7 ) T r e a t t h e c h i l d w i t h r e s p e c t as w e l l as i n a f r i e n d l y , n o n - c r i t i c a l , i n t e r e s t e d , and u n d e r s t a n d i n g manner. (8) A v o i d u n f a v o r a b l e c o m p a r i s o n w i t h o t h e r c h i l d r e n improvement s h o u l d be v i e w e d w i t h r e s p e c t t o h i s own a b i l i t i e s and p o t e n t i a l i t i e s . (120) (9) R e a s s u r e the c h i l d f r o m t i m e to t i m e t h a t he i s a h e a l t h y , wholesome, and d e s i r a b l e member o f the g r o u p . (10) E n c o u r a g e him t o a t t a c k e v e r y p r o b l e m i n a f r a n k , s t r a i g h t f o r w a r d manner; i n d i c a t e t h a t he has n o t f a i l e d u n t i l he q u i t s t r y i n g . (11) L e t the c h i l d t a s t e the t h r i l l o f s u c c e s s and a c c o m p l i s h m e n t i n some a c t i v i t y t h a t i n t e r e s t s him; t h i s a c t s as an i n c e n t i v e to c o n t i n u e working. (12) P l a y up h i s s p e c i a l t a l e n t s and a b i l i t i e s w h i l e k e e p i n g him a c t i v e i n o v e r c o m i n g h i s weaknesses. (13) P r o v i d e o p p o r t u n i t i e s f o r him t o make h i s own d e c i s i o n s and to assume some r e s p o n s i bilities. ( l l i ) S e t a good example f o r t h e c h i l d ; l e t him know a b o u t more h a n d i c a p p e d c h i l d r e n who are s u c c e e d i n g . (15) P r o v i d e o p p o r t u n i t i e s where h i s a c h i e v e m e n t s c a n be p r e s e n t e d b e f o r e the group i n a f a v o r able l i g h t . (16) A v o i d p r o d u c i n g f e e l i n g s o f g u i l t by any s u g g e s t i o n s or i n f e r e n c e s o f i m m o r a l i t y or sin. " The revealed were writer's study of that scores the significantly than f o r the appear to r e q u i r e dards. dards are and habit the home." and i n the girls. special literature Tiegs differences i n personality area l o w e r f o r the twelve The sex The l a r g e l y the boys of necessarily briefly product of upon s o c i a l t o l e r a t e d or knowledge o f Such f a c t o r s o p e r a t i n g equally hardly sex on that stan- social stan i m i t a t i o n , understanding same a u t h o r s c o n s i d e r account f o r the and these grade l e v e l s (225,p.2hk) b e l i e v e a f f e c t i n g the standards assistance. of what i s " e n c o u r a g e d , The social boys i n grades ten touches only Katz of ability social both boys differences avoided to learn in as standards. and girls i n scores. could Tiegs (121) and Katz direct c o n s i d e r t h a t t h e s c h o o l program instruction standards interest expected of s o c i a l o f each i n d i v i d u a l . o f t h e b o y s c o u l d be a r o u s e d Literature High on t h e n a t u r e Regarding should provide o b l i g a t i o n s and Perhaps by s u c h the l a t e n t a measure. Growth i n P e r s o n a l i t y T r a i t s During School The w r i t e r ' s study r e v e a l e d a g r a d u a l i n c r e a s e i n scores between g r a d e s twelve e i g h t and t e n and b e t w e e n g r a d e s in total adjustment, total components - s e l f - r e l i a n c e , school r e l a t i o n s literature ( See T a b l e disagreed with Schreiber s e l f - a d j u s t m e n t and t h r e e anti-social XIV). this t e n and t e n d e n c i e s and Some s t u d i e s i n t h e finding. (192, p . 211J,) summarized h i s f i n d i n g s i n these words: "The b e t t e r s t u d e n t s began h i g h s c h o o l b e t t e r a d j u s t e d than the poorer s t u d e n t s . But the b e t t e r s t u d e n t s a f t e r f o u r y e a r s were n o t so w e l l a d j u s t e d as when t h e y e n t e r e d . The p o o r e r students d i d not s t a r t school very w e l l adjusted and a t t h e end o f f o u r y e a r s t h e i r adjustment remained s t a t i c w i t h l i t t l e change. Perhaps t h e b e t t e r s t u d e n t s were more c r i t i c a l o f t h e i r environment." A study of personality development d u r i n g t h e f o u r - y e a r college p e r i o d was made b y N p r r i s ( l 6 6 , p . 3 8 ) . She c o n c l u d e d that: " t h e r e i s l i t t l e c o n s i s t e n t growth through the four years i n personality t r a i t s . The g r o w t h i n d i c a t e d occurs l a r g e l y i n the records of p u p i l s moving f r o m b e l o w - a v e r a g e t o n o r m a l r a t i n g s , not from normal t o above-average. A g e n e r a l t r e n d o f improvement c u l m i n a t i n g i n the s e n i o r year i s n o t o b s e r v e d i n these d a t a . (122) T h i s l a c k o f improvement seems t o mean t h a t as l o n g as p u p i l s a r e s u c c e e d i n g t h e y a r e content with their r a t i n g s . " (51|,pp.321-2) Cole ality maladjustments takes the point occur very early i n l i f e d i f f e r e n c e s i n e m o t i o n a l and s o c i a l ences i n i n t e l l e c t u a l ing the s c h o o l point of view. children towards of view t h a t and t h a t adjustment, like c a p a c i t i e s , remain f a i r l y years. Alsop (6) takes I t i s his conclusion person- differ- stable While the w r i t e r ' s adjustment from acceptable that, although not a l l improvement i t does n o t show g r o w t h i n n i n e o f t h e t w e l v e t e s t components. recommendation of N o r r i s (166), direction existence. study r e v e a l s grade t o g r a d e , dur- a somewhat d i f f e r e n t c a n be c u r e d o r s a v e d , y e t a l l may be g i v e n a more s o c i a l l y these therefore, i n total consistent The aptly general applies: "With t h i s e v i d e n c e o f l a c k o f c o n t i n u e d growth, t e a c h e r s might w e l l i n s t i t u t e a program t h a t would enable p u p i l s t o improve from year t o year i n the t r a i t s i n which t h e i r marks were n o t s a t i s f a c t o r y . " Recommendations f o r t h e A r e a s o f P e r s o n a l i t y i n W h i c h Negligible The social I n c r e a s e s Were Found writer's study r e v e a l s a d j u s t m e n t have o n l y m i n o r grade l e v e l s . In addition, to their The same i s t r u e and the scores differences i n the area family and t h e i r XVII). i n total between t h e of s o c i a l t h e measurements o f t h e s t u d e n t s ' skills. adjustment community r e m a i n p r a c t i c a l l y t h e same t h r o u g h o u t t h e h i g h - s c h o o l XVI that period. (See T a b l e s XV, (123) Cole {Shyp.101) pre-eminently, s t a t e s t h a t "the adolescent years a r e , a p e r i o d of s o c i a l development So f a r as t h e h i g h s c h o o l i s c o n c e r n e d , social activities takes the form and the o r g a n i z a t i o n o f of the e x t r a - c u r r i c u l a r gram -•- s c h o o l government, c l u b s and a t h l e t i c Such c l u b s and o t h e r activities of the s c h o o l s h o u l d , t h e means f o r d e v e l o p i n g interests, f o r giving in t h e w i s e use o f l e i s u r e , f o r providing practice government, f o r a l l o w i n g l e a d e r s t o p r a c t i s e building appreciable ment, t h e n character. social Cole's .Yet t h e t e s t development. then, training i n self- l e a d e r s h i p , and d a t a do n o t r e v e a l If this i s a valid o b s e r v a t i o n may p r o v i d e r e a s o n f o r the l a c k of p r o g r e s s pro- activities. be for adjustment." measure- a clue to the toward these o b j e c t i v e s : " I t has a l w a y s seemed t o t h e w r i t e r t h a t t h e p u p i l s who most n e e d e d e x t r a - c u r r i c u l a r a c t i v i t i e s f o r t h e i r own d e v e l o p m e n t were, t h e ones who had t h e l e a s t o p p o r t u n i t y o f p a r t i c i p a t i n g . I f i t i s the f u n c t i o n o f such a c t i v i t i e s t o dev e l o p t h e p e r s o n a l i t i e s o f a d o l e s c e n t b o y s and g i r l s and t o t r a i n them i n s o c i a l adjustment, t h e n t h o s e who most n e e d t h i s t r a i n i n g s h o u l d be t h e ones t o r e c e i v e i t . I n s t e a d , t h e a c t i v i t i e s a l l t o o o f t e n become m e r e l y t h e means o f s e l f - e x p r e s s i o n f o r a d o l e s c e n t s who a r e a l r e a d y examples o f p e r f e c t s o c i a l a d j u s t m e n t . The boy or g i r l who i s shy, s e l f - c o n s c i o u s , and r e p r e s s e d r a r e l y h a s much o p p o r t u n i t y t o p a r t i c i p a t e i n a c t i v i t i e s and t h u s t o a c h i e v e t h e s o c i a l e a s e t h a t he o r she l a c k s . " ( 5 U , P « 1 2 8 ) . Cole's suggestions ( S h , P P » 1 3 1 - 3 h ) t o remedy t h i s tendency include: 1) A definite every 2) p e r i o d o f s c h o o l time s t u d e n t to D i s p e r s i o n o f the set aside f o r clubs, a t t e n d some m e e t i n g r e s p o n s i b i l i t y f o r managing various (121*) social 3) activities Intramural c h a n c e s of some team w i t h Some t e a c h e r or t e a c h e r s logical ing and get i t of t h e i r Katz own (225,p.20?) step to improve child and p u p i l s who socialization the better social equal and who consider most n e e d t h e t h a t the f i r s t i s t h a t of between t h e teacher. Fenton and inadequate t h e d e v e l o p m e n t and t o promote of a l l t e a c h e r s i n the most improvor i n - co-ordin- ers among p u p i l s to (75,P»2lj.l) recommends P r e s c o t t (178,p.272) duty train- likely a t i o n of community f a c i l i t i e s . i t the with participation are l e a s t social relations adjustment delegated accord. the p e r s o n a l r e l a t i o n s h i p secure for ing definitely of b r i n g i n g about on t h e p a r t o f t h o s e and approximately the winning; the r e s p o n s i b i l i t y Tiegs students; t o u r n a m e n t s where e v e r y member o f s c h o o l i s on U) upon a l a r g e number o f social consid- acceptance classroom. "These p e r s o n a l r e l a t i o n s h i p s n e e d to be made more c o n s c i o u s i n t h e minds o f a l l e d u c a t i o n a l w o r k e r s i n o r d e r t h a t i s o l a t e d c h i l d r e n may be b r o u g h t i n t o e f f e c t i v e group p a r t i c i p a t i o n , i n order t h a t the e f f e c t s of mutual r e j e c t i o n s may be s o f t e n e d and s a t i s f y i n g b e l o n g i n g s e s t a b lished. I t i s e q u a l l y i m p o r t a n t to r e c o g n i z e l e a d e r s o f a l l s o r t s and t o demand a g e n u i n e conscious assumption of s o c i a l r e s p o n s i b i l i t i e s on t h e i r p a r t s w h i c h w i l l be commensurate w i t h the p l e a s u r e they d e r i v e from being l e a d e r s . " Fenton social and W a l l a c e skills. To do (76,p.60) this, they adequate s o c i a l r e l a t i o n s h i p s d i s c u s s the advocate development the p r o v i s i o n and r e c r e a t i o n . Keely of (121) of (125) is more s p e c i f i c to develop Brother He recommends t h e f o l l o w i n g : and S i s t e r assembly programs w i t h lunchrooms, reports an e x p e r i m e n t social the m a l a d j u s t e d factor groups, teacher a h i g h degree i n school ones w i t h Koch ( 1 2 I * , p . 5 0 ° ) a resulting improvement i n ones. of the l i t e r a t u r e r e v e a l s the educators' dealing with keen c o n s c i o u s n e s s improvement i n home r e l a t i o n s h i p s . the s c h o o l must h e l p Witmer participation, where u n s o c i a l s t u d e n t s were p l a c e d investigation lations with publications, a d v i s o r s , c l u b s and of p u p i l for the program school and s t u d e n t - m a n a g e d c a m p a i g n s . in pairs with An a conscious p o i s e and l a c k o f s e l f - c o n s c i o u s n e s s i n s o c i a l situations. Big and recommends o f t h e need They c o n s i d e r t h e home and t h e s t u d e n t t h e home that i n their r e - one a n o t h e r . (75,p.237) suggests four levels of d e a l i n g w i t h home: 1) S u p e r f i c i a l methods i n g i v i n g concrete and s p e c i f i c recommendations• 2) Education of the parent of 3) the c h i l d ' s Insight therapy k) including The an a t t e m p t their t o the maladjustment R e l a t i o n s h i p therapy treatment t o t h e meaning symptoms- parents view o b j e c t i v e l y ships i n regard using t o have t h e causal relation- of the c h i l d * as i t s f o c a l p o i n t the o f t h e p a r e n t s ' own p r o b l e m s . ordinary school can usually employ t h e f i r s t method, and (126) through the "Home and S c h o o l C l u b s " c a n s c r a t c h t h e s u r f a c e o f second ports one. Yet, other things being t h a t t h e c h a n c e s o f improvement complexity of the treatment. e q u a l , Witmer r e - increase with the Hence, t h e r e i s a n e e d f o r t h e u s e o f t h e more c o m p l e x methods w h i c h e n s u r e success i n improving Any tion treatment family relations. o f home r e l a t i o n s of the p a r e n t s . This i s a f a c t i n v e s t i g a t o r s F o s t e r and S t e b b i n s and Bronner claim (75,p.85). Healy t h a t "the fundamental may make s i m p l y c a n n o t be c a r r i e d emphasized by (80), Witmer, and H e a l y go so f a r as t o o u t u n l e s s . . . much more families." (5i+,PP• ItOij.—7) s i g n i f i e s a more i m p e r s o n a l strongly recommendations t h a t a c l i n i c t h e s t u d e n t who i s m a l a d j u s t e d take r e q u i r e s the co-opera- and B r o n n e r i n t e n s i v e work c a n be done w i t h Cole greater the importance of helping i n h i s home r e l a t i o n s h i p s t o v i e w o f h i s home l i f e . The t e a c h e r needs t o show an a d o l e s c e n t how he c a n a d j u s t t o h i s home as it is. The S i x t e e n t h Yearbook of the American A s s o c i a t i o n o f S c h o o l A d m i n i s t r a t o r s (161,pp.90-6) s u g g e s t s that a school program should include designed t o improve f a m i l y r e l a t i o n s the f o l l o w i n g f e a t u r e s : (1) "Some s t u d y .... o f t h e p r o c e s s o f g r o w i n g up, so t h a t t h e y w i l l u n d e r s t a n d ( a ) t h e i r own m a t u r a t i o n ; (b) t h e change o f l i f e t h r o u g h w h i c h t h e i r p a r e n t s a r e p a s s i n g ; and (c) how t o a c h i e v e m u t u a l c o n s i d e r a t i o n .... (2) S c h o o l s c a n h e l p p a r e n t s d i r e c t l y , and youth i n d i r e c t l y , through p u b l i c education (127) a c t i v i t i e s w h i c h keep a d u l t s a b r e a s t o f good c o n t e m p o r a r y t h o u g h t i n s c i e n c e , a r t , and s o c i a l p r o b l e m s (3) A l l o f o u r i n s t i t u t i o n s , b u t p a r e n t s i n p a r t i c u l a r , need t o c o u n t e r b a l a n c e t h i s l o p s i d e d s t r e s s upon ' s u c c e s s ' w i t h warmth, a f f e c t i o n , and l o v e w h i c h a c c e p t s t h e i n d i v i d u a l as v a l u a b l e i n h i m s e l f and f o r h i s own s a k e , w h a t e v e r h i s r e c o r d o f accomplishments." Most authors b e l i e v e t h a t t h e most d i r e c t way i n w h i c h schools can help the parents izations. Cole with impersonal their (Sh,PP*i+OU— 7) the home s i t u a t i o n . interviewing of i s through contends approach Symonds the parents (211) related to sex. Laycock over-protection, children. ( 1 3 0 ) w o u l d have p a r e n t s lack of a f f e c t i o n failure attitudes about parents, attempts t o keep p r e s e n t a t i o n o f warped the o p p o s i t e sex, p r e v e n t i o n of companion- ship with t h e opposite sex as l o n g as p o s s i b l e . that i t i s correct f e e l i n g s r a t h e r than f a c t s about to t o accept the sex of the c h i l d , i g n o r a n t of sex matters, gent by one o r b o t h o f true p a r t n e r s h i p between p a r e n t s , development. a v o i d the a d o l e s c e n t s ' adjustment the c h i l d to i n c l u d e s v i s i t i n g and as one o f t h e p s y c h o l o g i c a l s e r v i c e s p r a c t i c e s which hinder the o p p o s i t e s e x : stresses modifying o f t h e a d o l e s c e n t ' s t r o u b l e s i n home r e l a t i o n s i s following lack organ- t h a t such a s s o c i a t i o n s c a n do much t o w a r d the s c h o o l h e l p f u l f o r problem One parent-teacher Parents Laycock and wholesome a t t i t u d e s and r e g a r d i n g sex t h a t are important need t o be open-minded and i n t e l l i - s e x so t h a t t h e y c a n r e l a t e sex matters to l i f e (128) unemotionally vide and e f f e c t i v e l y f o r adolescents c l u b s and t h e l i k e socially approved trained life, regard this improvement Turning ity (260,p.532) Fenton instruction pupils by t h e p r o v i s i o n w h i c h n o t o n l y keep According Planning for elders, of Bursch ing t o make p o s s i b l e i n the l i t e r a t u r e t h e community; be o r g a n i z e d i n the treatment of s u i t a b l e of maladjusted playground facilities and o u t o f p r o v i d e r e a l f u n and h e a l t h y o f f steam w i t h o u t of s k i l l s type activities. should of play, have: facilities r e p r e s s i o n or i n t e r f e r e n c e from p r o v i s i o n f o r encouragement and wide i n t e r e s t s , and d e v e l o p - - the o l d e r h e l p i n g the younger, (Ul) found delinquency. under and what t h e s c h o o l adolescents o f f the s t r e e t s service on commun- a d j u s t t o t h e community. provision for relaxation, ment t h r o u g h also of f u t u r e generations. and l e a d e r s h i p f o r t h e r i g h t a great variety for future (5U,p.U23) t o B u t l e r (UU), t h e i d e a l p l a y g r o u n d letting specially youth importance data w i l l the i n d i v i d u a l but also into what t h e community c a n do t o h e l p ; community c a n h e l p mischief to educate of primary the a v a i l a b l e how t h e s c h o o l c a n h e l p The teachers now t o s u g g e s t i o n s do t o h e l p activities, sex urge p o i n t s o u t the need f o r i n t h e home r e l a t i o n s relations, their ( 7 5 , p p . 3 6 5 - 6 ) and C o l e the f o l l o w i n g headings: can to divert pro- channels, and e x p e r i e n c e d family They s h o u l d a program o f s p o r t s , p l a y hobbies, Zachry (225,p«330). poor housing t o be a f a c t o r U s u a l l y along w i t h poor housing i n causare the (129) other f a c t o r s o f l a c k o f good f o o d tials. and K a t z the Tiegs airy vide essen- d e s c r i b e an a t t e m p t in s l u m c o n d i t i o n s by t h e Wagner- B i l l which provides f o r the b u i l d i n g of sunlit, homes a t a r e n t a l w i t h i n t h e means o f t h e low-wage groups. The same a u t h o r s the youth S o c i a l Welfare Clinics, ill. in (225,p.252) U n i t e d S t a t e s t o remedy Steagall and o t h e r minimum with They a l s o improving Fenton libraries, agencies, juvenile recommend t h a t t h e community museums, h e a l t h publicly supported clinics, C h i l d Guidance c o u r t s , and h o s p i t a l s f o r t h o s e s t r e s s the important community (75,P«38l) mentally i n f l u e n c e of the church influences. m e n t i o n s s e v e r a l r e p o r t s on t h e v a l u e o f C o - o r d i n a t i n g C o u n c i l s c o n s i s t i n g •• o f p u b l i c private pro- c i t i z e n s f o r improving the w e l f a r e of officials and children. These Community or C o - o r d i n a t i n g C o u n c i l s c o n t r i b u t e much . toward A. t h e improvement "Improvements o f community i n community influences. They promote: services. . (1) A d u l t e d u c a t i o n p r o g r a m s ( f o r u m s , p a r e n t study-groups, A m e r i c a n i z a t i o n c l a s s e s , f a m i l y r e l a t i o n s c o n f e r e n c e s , young marr i e d p e o p l e ' s groups* c l a s s e s i n a r t s and c r a f t s , d r a m a t i c s , homemaking, e t c . ) ( 2 ) P u b l i c h e a l t h programs, development o f f i r e p r o t e c t i o n , w a t e r s u p p l y , community beautification ( 3 ) E s t a b l i s h m e n t of n u r s e r y s c h o o l s , c h i l d guidance c l i n i c s , playgrounds, r e c r e a t i o n centers, toy-loan l i b r a r i e s (k) L i g h t e d p l a y g r o u n d s , b a c k y a r d playgrounds, g a r d e n p r o j e c t s , swimming p o o l s , t e n n i s c o u r t s , y e a r - r o u n d camps, and o t h e r a c t i v i t i e s s u c h as o u t i n g s or p i c n i c s ( 5 ) Hobby, h a n d i c r a f t , and p e t shows* b o a t r e g a t t a s , soap-box d e r b i e s , e d u c a t i o n a l t o u r s , o t h e r r e c r e a t i o n a l events*, (130) community d a n c e s and o t h e r group a c t i v i ties ( 6 ) P r o v i s i o n o f l e a d e r s h i p f o r b o y s ' and g i r l s ' group work and f o r s u p e r v i s i o n of r e c r e a t i o n c e n t e r s and p l a y g r o u n d s ; encouragement o f B i g . B r o t h e r programs (7) V a c a t i o n c h u r c h - s c h o o l s (8) Y o u t h employment b u r e a u s (°) V o c a t i o n a l C o u n s e l i n g s e r v i c e B. C. The e s t a b l i s h m e n t o f community i n f o r m a t i o n a l services (1) (2) (3) (k) (J?) (6) S o c i a l S e r v i c e Exchange Christmas Basket C l e a r a n c e Bureau Community C a l e n d a r s D i r e c t o r i e s of Youth Welfare Agencies Motion-Picture Estimate Services P u b l i c e d u c a t i o n i n r e g a r d t o the community t h r o u g h newspaper a r t i c l e s , r a d i o p r o g r a m s , and p u b l i c m e e t i n g s The support o f community agencies (1) A s s i s t a n c e i n Community C h e s t D r i v e s and b e n e f i t s f o r p a r t i c u l a r a g e n c i e s (2) E s t a b l i s h m e n t o f Y o u t h A c t i v i t y Commit t e e s , boys' s e r v i c e c l u b s , l e a d e r s h i p training school D. The control of u n d e s i r a b l e influences (1) S u p p o r t o f r e s t r i c t i o n s on g a m b l i n g , s l o t machines, e t c . (2) S u p p o r t o f e n f o r c e m e n t o f l i q u o r l a w s concerning minors (3) S u p p o r t o f p o l i c e o f f i c e r s i n the s u p p r e s s i o n of s a l e of obscene l i t e r a t u r e to s c h o o l c h i l d r e n E. The s p o n s o r s h i p o f community surveys (1) N e i g h b o r h o o d , c i t y , and c o u n t y (2) Q u e s t i o n n a i r e s t u d i e s o f y o u t h i n c l u d i n g use o f l e i s u r e t i m e , plans, etc. F. The support of child-welfare surveys problems, vocational legislation (1) H o u s i n g and s l u m - c l e a r a n c e p r o j e c t s (2) B i l l s f o r community r e c r e a t i o n (3) E s t a b l i s h m e n t o f i n s t i t u t i o n s f o r defective delinquents (131) (1+) (5) S u p e r v i s i o n of c h i l d r e n i n s t r e e t t r a d e s Laws d e a l i n g w i t h t h e j u v e n i l e c o u r t s and d e l i n q u e n c y p r e v e n t i o n The l i c e n s i n g of b i c y c l e s (6) (7) C u r f e w r e g u l a t i o n s . " Such a c o m p r e h e n s i v e ordinating Councils y o u t h toward Few the a very ing of the b e s t are r e v e a l e d s e r v i c e s which the believe that important delinquency, Cutts and Mosely o p e r a t i o n of the munity c e n t r e . factor i n the supervised literature render see the school playground By providing clean s c h o o l can the child T i e g s and adjustment and Katz are reduc- community does f o r r e c r e a t i o n and (60,p.282) deal- school playgrounds i n improving s c h o o l must g i v e adjusted help his to abilities Erratic The Scores test direct t o h i s community. school should the student assume c i v i c of the data not entertainment. need f o r t h e full-time and b u i l d i n g as a com- and wholesome r e c r e a t i o n - compensate f o r a p o o r com- help is Keely to help to the (121) c h i l d who believes that himself and the develop responsibilities. Boys i n P e r s o n a l i t y T r a i t s show the quite unpredictable ents help environment. The not Co- means t o s c h o o l can e s p e c i a l l y where t h e o p p o r t u n i t i e s , the munity that citizenship. have a d e q u a t e f a c i l i t i e s be one i s t r o u b l e d i n h i s community r e l a t i o n s . (225,p.159) al of b e n e f i t s suggests afford suggestions ing with who good list scores i n the test of the grade-ten components. show w i d e i n c r e a s e s , some s t a t i o n a r y s c o r e s boys to Some componand three (132) e v e n n e g a t i v e d i f f e r e n c e s when compared w i t h boys. A similar tendency grade-eight . i s found i n the comparison and t e n . The l i t e r a t u r e the boys o f grades twelve tained e x p l a n a t i o n s f o r such v a r i a t i o n s . no s p e c i f i c test data i n d i c a t e that the grade-ten ical p e r i o d i n three areas level of the p e r s o n a l i t y standards level period From is i n p e r s o n a l freedom this evidence, especially Suggestions the ations rates. writer i s fully of the l i t e r a t u r e and g i r l s o r may d e v e l o p guidance t e n and t w e l v e . Meet t h e S p e c i a l Needs o f aware, i n p r e s e n t i n g t h e recommendfor different may d i f f e r normally of the t e s t the p e r c e n t i l e of p e r s o n a l i t y , naturally from year a t each to year d a t a i n Table XIV. grade at d i f f e r e n t d a t a may d i s c l o s e pupil t h e d a t a may i n d i c a t e a lack The w r i t e r , the r a t i n g However, when at times decrease, difficulties t h e need f o r s p e c i a l instrument. score e q u i v a l e n t s o f some components do n o t i n c r e a s e a t w o - y e a r p e r i o d , and e v e n dicate areas Such may be t h e e x p l a n a t i o n f o r t h e i r r e g u l a r differences for adequate t o the boys i n grades to Adjust Guidanceto t h e boys level, over that tendencies. Boys and o f t h e G i r l s The that important appear and s o c i a l i s the c r i t i c a l and w i t h d r a w i n g i t would The growth o f of belonging the grade-twelve con- i s the c r i t - t h e boys - p e r s o n a l w o r t h , f e e l i n g - while of guidance. i n those areas On t h e o t h e r of v a l i d i t y the t e s t and i n hand, of the measuring t h e r e f o r e , assumes h i g h d e v i c e u s e d when he o u t l i n e s validity recommendations (133) for r e m e d i a l work i n s p e c i f i c When t h e s c o r e s of are compared, In one the grade-twelve suggestions grades. to ent stage ever, the grade-ten nervous 3 t o -2 nor outlined Such a s t a t i c the f a c t show i r r e g u l a r freedom from d i f f e r e n c e s range from neither the b o y s a t v a r y i n g g r a d e s i x components of t h e s e , components. nervous and fairly onset and boys are w e l l a d j u s t e d to t h e i r and grade-twelve apply Since to in a due pre-pubesc- status. How- i t s p h y s i c a l c h a n g e s i n most boys may tend to aggravate Traphagen (l6,p,173) and Clarke, Tiegs ( 5 3 - . P » H ) c o n s i d e r t h a t n e r v o u s symptoms may either a physical physical, exercise, recommend these more authors nervous both i s probably Thorpe The trait, their symptoms. B a k e r and is losses. small boys g a i n i n t h i s c o n d i t i o n i n scores of p u b e r t y and points. below a r e meant to t h a t most g r a d e - e i g h t gains symptoms, t h e percentile grade-ten levels or a psychological basis. students s l e e p , and of the C a l i f o r n i a have Where t h e g e n e r a l l y need l e s s a better balanced and cause vigorous, diet (5H,P«°1), T e s t of P e r s o n a l i t y (53,p.12) t h e f o l l o w i n g methods o f h a n d l i n g cases with symptoms: (1) Examine t h e s t u d e n t ' s h e a l t h r e c o r d ; (2) I f t h e r e c o r d b e a r s e v i d e n c e of a p h y s i c a l b a s i s f o r nervous t e n d e n c i e s , r e f e r the s t u d e n t to a p h y s i c i a n f o r t r e a t m e n t ; (3) I f t h e p h y s i c i a n f i n d s no p h y s i c a l c a u s e , t h e c a u s e i s p r o b a b l y the n e e d o f a f e e l i n g of a d e q u a t e p e r s o n a l s e c u r i t y ; (k) P r o v i d e a p p r e c i a t i o n , a p p r o v a l and ego s a t i s f a c t i o n s which the i n d i v i d u a l c r a v e s ; (5) P h y s i o l o g i c a l and p s y c h o l o g i c a l r e l a x a t i o n s h o u l d be e n c o u r a g e d . (13U) G r a d e - t e n b o y s appear the s p e c i a l help s i x components where i r r e g u l a r i t i e s of b e l o n g i n g , The t o need earlier i n this chapter the boys i n t h e l a t t e r gestions are noted s e n s e o f p e r s o n a l w o r t h and s o c i a l comparison of the boys w i t h lined i n three of the g i r l s - feeling standards* i n grade ten out- a l s o r e v e a l s low s c o r e s f o r two components. Therefore, the sug- i n t h e l i t e r a t u r e which a p p l y t o sense o f p e r s o n a l w o r t h and s o c i a l standards mendations f o r developing have a l r e a d y b e e n given"* . - the f e e l i n g of belonging Recom- remain to be o u t l i n e d . Most p s y c h o l o g i s t s agree changing that adolescence personal relationships. the American A s s o c i a t i o n of S c h o o l states i s a time o f The S i x t e e n t h Y e a r b o o k o f Administrators (161,p.80) that: "the p r o f o u n d c h a n g e s i n g l a n d u l a r f u n c t i o n w i t h i n the body,concurrent with e q u a l l y great changes i n s o c i a l f u n c t i o n s w i t h i n t h e c u l t u r e , make a d o l e s c e n c e a t i m e when e a r l y p a t t e r n s o f p e r s o n a l - r e l a t i o n s h i p may be c o n s i d e r a b l y altered. Dependence upon p a r e n t s n o r m a l l y d e c r e a s e s , and e m o t i o n a l a t t a c h m e n t s d e v e l o p toward persons o u t s i d e of the f a m i l y c i r c l e . P e r s o n a l c o n t a c t s have a much d e e p e r s i g n i f i c a n c e when t h e c a p a c i t y f o r mature l o v e r e p l a c e s the a f f e c t i o n of the younger c h i l d . " No wonder t h a t some h i g h their fact feeling of belongingj that "adolescents 1 age 1. the maladjusted them to g e t i n t o pages 118-121 Laycock a r e m i x e d up i n (l30,p.7) are p a r t i c u l a r l y o p i n i o n of the 'crowd ." help school students sensitive The method o f C o l e to f e e l that they belong one o f t h e s e s t r e s s e s the to the (51+,p. 1 0 7 ) t o i s to encour- crowds, f o r she b e l i e v e s (135) that "the crowd i s a s o c i a l l y society valuable unit and p r o b a b l y does more t o b r i n g g r o w t h t h a n t e a c h e r s and p a r e n t s Grade-twelve factor of freedom ten boys. ations. No b o y s have significantly abnormal (225,P.337), traits found normal specific s t u d e n t s who The freedom One i n grade change f r o m ages o f t w e l v e a child sufficiently cessful Laycock t e e n - a g e r s and money, l a t e e m p h a s i s i s on daydream t o o much. therapy f o r tendencies. t e n i n sense of p e r s o n a l i n the a r e a of p e r s o n a l (5U,P»388) twenty points out t h a t . an i n d i v i d u a l upon h i s home t o an time car and who are c o u n s e l l o r s emancipation i s bound t o b r i n g p r o b l e m s outlines their Complete the c h i e f conflicts must adult attendance. and over mode o f d r e s s , use These friends, conflicts not a suca with i t . between spending of the call who i n such arising p a r e n t s as; d i f f e r e n c e s hours, f r i e n d s , church (157), detached from h i s p a r e n t s to e s t a b l i s h short (130) and dependent home o f h i s own." relatively Cole with t w e l v e have s m a l l n e g a t i v e expect t r o u b l e during adolescence. "between t h e is might grade- investig- (5h,P«-323), s u g g e s t i o n s f o r group d i f f e r e n c e s when compared w i t h g r a d e freedom. s c o r e s i n the i n other particular r e v e a l withdrawing B o t h b o y s and g i r l s social are f o u n d f o r p u p i l s r e m e d i a l work f o r t h e i n d i v i d u a l s who But t h e r e a r e no lower of withdrawing (l39,PP»U75-6). normal t e n d e n c i e s than the t e n d e n c y was Numerous r e c o m m e n d a t i o n s pronounced about combined." from withdrawing similar of a d o l e s c e n t family f o r parents s u p e r v i s o r s 'and dictators. (136) The chief the g u i d i n g of c h i l d r e n i n "the direction and self-direction." Katz this duty of p a r e n t s , emancipation authority reliance according Tiegs and as p r o g r e s s upon c a l m f r a n k the be t r e a t e d as o f f e n c e s standards as ing "Home and their against rather and School Clubs" conflicts with Assuming be treatment require validity adolescents parents t o be freedom, s u c h means aware o f methods o f r e s o l v - teen-agers. Program f o r the test with a specialist. in the dealing with in p e r s o n a l i t y adjustment, clinical against through results, low the should understand students literature behavior to of of an i n c r e a s i n g i n s e n s e of p e r s o n a l methods o f help r e s o r t to against parental authority." upon i m p r o v e d the describe f a m i l y group and placed the involves the than h e l p i n g the I m p l i c a t i o n s f o r a Guidance should (225,p.2l|6) Undesirable i n v o l v e s h e l p i n g the problems independence d i s c u s s i o n s of p r o b l e m s i n t e r m s R e m e d i a l work f o r d i f f i c u l t i e s therefore, of i n a "decreasing c o n d i t i o n s which e x i s t . recognized (113), i s ' Jones i n p a r e n t - c h i l d d i f f e r e n c e s and of their to the test emphasis diagnosis s c o r e s who From t h e treatment i t i s apparent a p p r o a c h and more and might recommendations of difficulties t h a t such more f r e q u e n t assistance personal interviews. Since carried has a g u i d a n c e p r o g r a m b a s e d on out w i t h been found the f u l l co-operation to h e l p m a l a d j u s t e d sound p r i n c i p l e s of and administration personalities, the test (137) data imply a need f o r a b r o a d and fully-functioning p r o g r a m w h i c h makes p r o v i s i o n s f o r t h e of i t s pupils. Much more s h o u l d be needs o f n o r m a l a d o l e s c e n t s levels, and of the effect individual differences known o f f o r guidance of special guidance the at the guidance specific varying grade upon n o r m a l youth. To a l l o w f o r the sex d i f f e r e n c e s w i t h i n the main emphases are n e e d e d i n a g u i d a n c e place, the adoption o f the program. "Hygiene" course grade, two In the first designed by Cole (5U,p.UU) m i g h t h e l p the g i r l s a t t h e g r a d e - e i g h t l e v e l i n their self-reliance and the boys of grade t e n would its appear that accompanying earlier should to be the on cognizance cies girls The ten and taken institute from year not of boys. the s t r o n g satisfactory. do second emphasis standards to anti-social t h a t the not the tenden- inexperienced appear from t h e in personality traits. i n the traits Salient i n c l u d e more f r e q u e n t given expect. a progr.am d e s i g n e d to year The be and In t e a c h e r - t r a i n i n g schools, boys i n o r d e r girls It about p u b e r t y should in social twelve. know what t o b o y s and to the and of p e r s o n a l w o r t h . instruction instruction improve c o n s i s t e n t l y well special than s h o u l d be may sense difficulties, problems of adjustment of g r a d e - e i g h t teacher in their such direct boys i n g r a d e s nervous-symptom and to enable i n which f e a t u r e s of closer The data to s c h o o l might p u p i l s to their such test improve s c o r e s were a program would c o n t a c t w i t h the home through (138) parent-teacher o r g a n i z a t i o n s to improve of the student as w e l l a s t o e l i m i n a t e o t h e r difficulties caused understanding of their of a d o l e s c e n c e guidance the through to d e a l i n g w i t h Psychology. to their selves, t h e home, t h e d i r e c t o r s Health, f o r guiding social and a s e n s e skills, of himself P h y s i c a l Hygiene and The a d o l e s c e n t s b u t by p a r t i c i p a t i o n to p r a c t i s e adjustment. responsibility personalities, a broader and o f t h e n a t u r e toward a b e t t e r u n d e r s t a n d i n g Adolescent ing their c l a s s e s i n Mental develop Giving parents j o b as p a r e n t s must a c c e p t adolescent personality s h o u l d promote b e t t e r s t u d e n t In a d d i t i o n of b y t h e home. the f a m i l y r e l a t i o n s need opportunity not only by s t u d y i n g i n group a c t i v i t i e s to develop a feeling o f p e r s o n a l worth, to improve o f p e r s o n a l f r e e d o m and to l e s s e n t h e i r them- i n order o f belong- their sense withdrawing tend- encies. The possible guidance school p r o g r a m must a l s o situation to ensure (5k,pp• in personality. Cole plicable illustrating riculum section should studying classwork a real subject how t e a c h i n g methods and c u r - that i s interesting exercise. s h o u l d be a p p r o a c h e d i m a g i n a t i o n r a t h e r than development Uil5-8 ) has a p a r t i c u l a r l y a p - Adolescents are o r monotony, and w i l l o p p o r t u n i t y f o r mental matter t h e maximum be a d j u s t e d f o r a d o l e s c e n t s . u s u a l l y impatient of d r i l l time t r y to p r o v i d e t h e b e s t through only and t h a t Whenever through impersonal spend presents possible, the e m o t i o n s and logic. Within (139) reasonable their own limits the work and students s h o u l d be allowed to the means o f g e t t i n g i t done. (20)4,p 639) d e s c r i b e s a w e l l - o r g a n i z e d school # plan Strang system: " I t s t e a c h e r s have b e e n s e l e c t e d on t h e b a s i s of t h e i r a b i l i t y t o g u i d e p u p i l s ; i t s l e a d e r s h i p i s e x p e r t and d e m o c r a t i c ; i t s s c h o o l p l a n t i s c o n d u c i v e to t h e b e s t d e v e l o p m e n t o f a d o l e s c e n t b o y s and g i r l s ; i t s curriculum provides for their varied c a p a c i t i e s , i n t e r e s t s , and n e e d s ; i t s c l i n i c a l s e r v i c e s are r e s p o n s i b l e f o r continuous i n - s e r v i c e e d u c a t i o n of t e a c h e r s and g i v e s a s s i s t a n c e on p r o b l e m s w i t h w h i c h t h e t e a c h e r c a n n o t d e a l b e c a u s e he has n e i t h e r t h e t i m e nor t h e h i g h l y s p e c i a l i z e d knowledge and s k i l l ; i t s communi t y r e l a t i o n s h i p s are c o - o p e r a t i v e and helpful." No guidance students, their program home and is sufficient the school. paign f o r a community w h i c h i s s a f e ents, and of emotional Such a guidance i n which the test test i n one ten and for boys and On program g i v e s social data imply half twelve the o t h e r special and of hand, emphasis p r o g r a m must cam- healthy f o r number and the adolesc- variety i n the i n the i n c r e a s e s - f a m i l y and social areas com- skills. t h a t b o y s n e e d more a t t e n t i o n t h a n components o f t h e special the s p e c i a l help a d j u s t m e n t and appear t o be warrant the outlets. d a t a r e v e a l no munity r e l a t i o n s , girls The which f u r n i s h e s a s u f f i c i e n t healthy The i f i t stops with girls critical p e r i o d s of guidance i n the adjustment test. and Both grades adjustment extra counselling. s e n i o r year also area of p e r s o n a l need freedom. CHAPTER V I SUMMARY, CONCLUSIONS AND - RECOMMENDATIONS Summary The findings of this briefly. I t i s shown t h a t s t u d e n t s have ling. i n v e s t i g a t i o n c a n be summarized s u c h low s c o r e s Assuming revealed, that also, that percentage of t h e y need e x p e r t counsel- t h e t e s t s a r e c o r r e c t , t h e s t u d y has the g e n e r a l nize personality While an a p p r e c i a b l e weakness o f t e a c h e r s to recog- defects. i t i s found t o be g e n e r a l l y true that the sex differences are n o n - s i g n i f i c a n t , distinction i n i n s t r u c t i o n i s found differences a r e p e r h a p s due l a r g e l y t o t h e d i f f e r e n c e s b e - tween t h e b o y s and g i r l s study indicates that account ality tion should of social no significant skills findings differences and T h e i r take These This into of development i n p e r s o n - to the areas of t o t a l and o f home i s one t h i n g should I t i s believed, too, that social atten- adjustment, and community r e l a t i o n s since i n p e r c e n t i l e e q u i v a l e n t s are i n any o f t h e g r a d e l e v e l s Recommendations It the guidance program of the boys. be g i v e n t o be d e s i r a b l e . i n age o f o n s e t o f p u b e r t y . the v a r i a t i o n s i n the r a t e traits recorded t h e need f o r some s e x tested. Limitations to p o i n t out the i m p l i c a t i o n s of these upon a g u i d a n c e program, b u t i t i s q u i t e (1U0) another CUD matter to o u t l i n e recommendations. provide The l i t e r a t u r e any i n f o r m a t i o n o f a t t e m p t s t h a t have b e e n made t o meet c h a n g i n g p e r s o n a l i t y needs d u r i n g school l i f e . Hence, t h e r e evidence to of the e f f e c t s a d j u s t t o such To imental the student's i s a l a c k o f any of v a r i a t i o n s i n guidance study seems p r e s u m p t u o u s . of i t s worth are, therefore, simply suggested e d i e s or changes which, i f c a r r i e d p e r s o n a l i t y needs. would r e q u i r e e x p e r i m e n t a l r e a l value. I n the l i g h t Teachers personality counsellor able. to determine no of studies with in-service 2. To cope e f f e c t i v e l y w i t h should provide school, after and t r e a t teacher- training avail- Guidance ten years o f ex- that there i s supervised experience " (71;,p.7). specialist. College i n t h e Guidance L a b o r a t o r y , ling school i n high a definite i n d i c a t e d : " l e are sure, substitute f o r closely their are presented. t r o u b l e s i f t h e r e were perimentation changes o f t h e w r i t e r ' s g r a d e - l e v e l com- The f i n d i n g s o f t h e T e a c h e r s ' Laboratory emphases, rem- w o u l d be b e t t e r a b l e t o d i a g n o s e course exper- Any r e c o m - These p r o p o s e d validation f o l l o w i n g recommendations 1. without o u t , m i g h t b e t t e r meet p a r i s o n s of s t u d e n t - p e r s o n a l i t y adjustment the programs changes. a guidance course student's high- experimental attempt t o o u t l i n e mendations the d i d not i n counsel- s e r i o u s problem cases, the the s e r v i c e s of a guidance expert or (1U2) 3» To ensure an improvement community r e l a t i o n s high-school course cussion on a psychology il. Regarding some p e r i o d s o f home of s t u d i e s might w e l l p r o v i d e course sex on and the y e a r their own A r e v i s e d hygiene for community m a t t e r s the dis- as w e l l adolescence. distinction during sexes to emphasize areas i n sense of p e r s o n a l freedom, t o p i c s of f a m i l y and as level. and i n the i n guidance s h o u l d be instruction, g i v e n to the s p e c i a l needs of t h a t course i n s t r u c t i o n would r e q u i r e the separate grade which provides f o r s e g r e g a t i o n of sex the boys and girls. 5. Awareness by the the teachers of the sexes i n p e r s o n a l i t y development would g i v e help i n the 6. D i s c u s s i o n groups d e a l i n g w i t h parents and ordinary classroom sense 7. instruction Direct youth 8. of 9. for s h o u l d be high The girls boys group o r of b e l o n g i n g in social to-the of need of senior standards boys i n the improve- students. expected last three of years i n grade e i g h t need c o u n s e l l i n g i n t h e and at the nervous and grade-ten sense areas symptoms. "crowd" a c t i v i t i e s Further Research For t o meet t h e with school. self-reliance The teen-age c o n f l i c t s of p e r s o n a l f r e e d o m given indirect procedures. s u p e r i o r s would help ment i n the of d i f f e r e n c e s between level need to h e l p of p e r s o n a l special provision them i n t h e i r feeling worth. Needed s e v e r a l reasons, the r e s u l t s of this investigation (1U3) s h o u l d be checked the f i r s t p l a c e , the reliability has and been c i t e d by f u r t h e r test validity o f the measure p e r s o n a l i t y . be a c h e c k on the r e s u l t s recently erable the r a t i n g field been l i t t l e wisely average the p u p i l s ent ation 1. 2. level and of out comparatively To date consid- i n r e m e d i a l work effects of I f guidance of as guidance i s to be known of t h e needs the r e s u l t s of the of pres system. The but t o measure t h e much more must be at each grade a study However, t h e r e has or n o r m a l s t u d e n t . administered, a intervals. been c a r r i e d yet i s com- Finally, of educators. s e r i o u s l y warped p e r s o n a l i t i e s . attempt testing. o b t a i n e d from for used would study d e v e l o p m e n t has attention has level. at two-year of p e r s o n a l i t y experimentation upon the the Evidence tests tested in this s e n i o r grade students come t o t h e upon device used. o b t a i n e d i n the f i r s t c o m p a r i s o n w o u l d be same group o f depend l a r g e l y Retesting with other s m a l l i n the more a c c u r a t e The of the number o f p u p i l s paratively the results In need f o r improvement i n methods to Secondly, p e r s o n a l i t y measurement. following i s a l i s t i n the f i e l d i t may suggest of p o s s i b l e t o p i c s of p e r s o n a l i t y . beginnings, at investig- I t i s i n no way complete least. The d e t e r m i n a t i o n of the the h i g h - s c h o o l p e r i o d by measurement growth of p e r s o n a l i t y Experimental r e s e a r c h r e g a r d i n g the help group f o r one of as compared t o during at y e a r l y effect a control of interval special group: (1UU) a) i n the Grade b) area of i n the sense of p e r s o n a l worth of a r e a of f e e l i n g i n the and e) in Grade boys- Grade X d) sense of p e r s o n a l freedom XII- i n the X c) a r e a of i n the for for the boysarea XII of belonging of social standards f o r Grade X boysa r e a of f r e e d o m f r o m n e r v o u s Grade V I I I g i r l s and symptoms f o r Grades X and XII boysf) i n the a r e a of Study of the self-reliance effect o f an emphasis i n t h e p r o g r a m upon t h e student's An of the investigation especially to his designed personality study this relation effect to improve of the girls guidance to h i s f a m i l y . a guidance student's program relation community. A determination A f o r Grade V I I I of sex boys i n the of the students in development. to determine study differences regarding the validity the low of the f i n d i n g mean s c o r e area of withdrawing of Grade tendencies. of XII APPENDIX IA QUESTIONNAIRE GIVEN HOME-ROOM TEACHERS Dear The s t u d e n t s o f y o u r room have b e e n g i v e the C a l i f o r n i a Test of P e r s o n a l i t y , We now w i s h t t r y to check i t s v a l i d i t y by c o m p a r i n g i t s r e s u l t s w i t h y o u r o p i n i o n and p e r s o n a l knowledge o f t h e students. The t e s t p r o p o s e s t o measure the s e l l " a d j u s t m e n t and s o c i a l a d j u s t m e n t o±" y o u r s t u d e n t s i n the f a c t o r s shown b e l o w . Would you p l e a s e c o m p l e t e t h i s q u e s t i o n n a i r e a t y o u r e a r l i e s t c o n v e n i e n c e and r e t u r n i t t Mr, W a l e s , P l e a s e do n o t r e f e r to the l a s t page u n t i l y o u have c o m p l e t e d t h e f i r s t one. The i n f o r m a t i o n y o u - s u b m i t ed as s t r i c t l y c o n f i d e n t i a l . Thank SELF will be you. ADJUSTMENT 1-A 1-B 1-C 1-D 1-E 1-F Self-reliance Sense o f P e r s o n a l Worth Sense o f P e r s o n a l Freedom F e e l i n g of Belonging Withdrawing Tendencies Nervous Symptoms SOCIAL ADJUSTMENT 2-A 2-B 2-C 2-D 2-E 2-F S o c i a l Standards Social Skills A n t i - s o c i a l Tendencies Family Relations School Relations Community R e l a t i o n s .. .... treat (11*6) P l e a s e l i s t t h e s t u d e n t s whom y o u c o n s i d e r w e l l a d j u s t e d b o t h t o s e l f and t o s o c i e t y , them b e g i n n i n g w i t h t h e b e s t . t o be v e r y ranking 2. 3. It. 5. 6. 7. 8. P l e a s e l i s t t h e s t u d e n t s whom y o u c o n s i d e r t o be b a d l y a d j u s t e d t o s e l f and s o c i e t y , r a n k i n g them b e g i n n i n g with the worst. I t w o u l d a l s o be most h e l p f u l i f y o u i n c l u d e d t h e symptoms o f t h e m a l a d j u s t m e n t . 1. 2. 3. It. 5. 6. 7. 8. Please do n o t r e f e r completed t h i s one. t o the next page u n t i l y o u have (1U7) A. From t h e p e r s o n a l i t y t e s t s g i v e n , low i n a l l f a c t o r s f o r y o u r c l a s s i Name Do y o u agree ? the following ranked I f s o , what c a u s e s do y o u suggest f o r the maladjustment? 1. 2. 3. U. B. The f o l l o w i n g ality. Name ranked Factor low i n c e r t a i n Do you agree ? factors of person- What c a u s e s suggest? do y o u 1. 2. 3. IN C. These a r e s u g g e s t i o n s o f some p o s s i b l e score. 1. 2. 3. 11. 5« 6. 7. 8. causes o f low I s i t t r o u b l e i n t h e home? divorce? separation? loss of p a r e n t ? e t c . Is i t lack o f a b i l i t y ? or l a z i n e s s ? or shyness? Is i t appearance? Too f a t o r t h i n , o r t o o t a l l , e t c . I s i t money i n l a c k o r e x c e s s ? I s i t an i n f e r i o r i t y complex? Is i t nervousness? I s i t l o w m o r a l and s o c i a l s t a n d a r d s ? I f y o u have n e v e r n o t i c e d m a l a d j u s t m e n t , c o u l d t h a t be b e c a u s e t h e s t u d e n t i s no p r o b l e m i n s c h o o l , o r o f v e r y r e t i r i n g nature? These a r e m e r e l y a few s u g g e s t i o n s a n d b y no means e x h a u s t t h e many c a u s e s . P l e a s e add any o t h e r s w h i c h y o u , f r o m y o u r p e r s o n a l knowledge o f t h e s t u d e n t i n q u e s t i o n , b e l i e v e t o be l i k e l y e x p l a n a t i o n s f o r t h e abnormal or m a l a d j u s t e d b e h a v i o u r or p e r s o n a l i t y . Thank y o u f o r y o u r c o o p e r a t i o n . APPENDIX IB QUESTIONNAIRE GIVEN THE COUNSELLORS Please l i s t the students i n t h e c l a s s y o u , as c o u n s e l l o r , know t o b e : d e f i n i t e l y maladjusted personalities: Grade Cause Name 1. 1.. 2. 2.. 3. .3.. k. b.. 5. 5.. 6. 6. (1U8) whom B. d e f i n i t e l y w e l l a d justed personalities: Grade Name indicated BIBLIOGRAPHY 1. Ackerson, Luton. C h i l d r e n ' s Behavior Problems. Chicagot U n i v e r s i t y o f Chicago P r e s s , 1931. 268pp. 2. Adam, J e a n . "An I n q u i r y i n t o t h e I n f l u e n c e o f B r o k e n Homes on t h e M a l a d j u s t m e n t o f C h i l d r e n . 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A study of student adjustment at varying grade levels in high school Groome, Les Jaquest 1948
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Title | A study of student adjustment at varying grade levels in high school |
Creator |
Groome, Les Jaquest |
Publisher | University of British Columbia |
Date Issued | 1948 |
Description | Since educators today consider the development of the personality of students to be an important function of the school, the writer attempted to measure the growth of personality during the high-school period. From an analysis of the results, it was hoped to discover how the students' psychological needs varied as they went through high school, and what the implications were for a guidance program. The California Test of Personality was administered to 720 students in Kitsilano High School, Vancouver, B.C. These students are believed to be representative of the academic ability and socio-economic background of the students in the Vancouver high schools. One hundred and seventy-two boys and 155 girls were tested in grade eight, 126 boys and 125 girls in grade ten, and 74 boys and 68 girls in grade twelve. In general, there was no difference between the mean scores of boys and girls within each grade. Only five of 39 differences were three times as large as their respective standard errors. The personality development of the boys from Grade VIII through Grade XII was compared with the growth shown by the girls in the same period. Differences between mean scores of the two sexes for the various components of the test led to the following observations: (1) For both sexes, higher means were found in the later grades in total and self-adjustment, and in self-reliance, personal worth, feeling of belonging, anti-social tendencies and school relations; (2) There was little change in social-adjustment, social skills, and family and community relations; (3) Irregular development was found in personal freedom, withdrawing tendencies and social standards; (4) Scores of the girls tended to increase and those of the boys to remain stationary in nervous symptoms; (5) The only significant negative difference between the mean scores of boys in grades twelve and ten was in withdrawing tendencies. In general, grade-level differences in mean scores indicated that students in grade eight were not as well adjusted as those in grade ten, and students in grade ten ranked lower than those in grade twelve in most components of the California Test of Personality. The mean differences between grades eight and ten tended to be fairly large, while the changes in means from grades ten to twelve were found to be smaller and more erratic. From the test, data, the components of personality which called for particular attention appeared to be: (1) Nervous symptoms, self reliance, social skills and freedom from anti-social tendencies in grade VIII; (2) Social skills and family and community relations as well as total social-adjustment in the upper grades; (3) Personal worth, feeling of belonging and social standards for grade-ten boys; Sense of personal freedom and withdrawing tendencies for grade-twelve boys; (4) Freedom from nervous symptoms in the upper grades; (5) Personal freedom for grade-twelve girls. In addition to the general areas outlined above, certain students with very low test scores would, if the test results were valid, require expert guidance and help to correct their maladjustments. The evidence points to the need for a guidance program especially designed to enable pupils to improve from year to year in the traits in which their scores suggest unsatisfactory adjustment. |
Subject |
Personality Educational counseling |
Genre |
Thesis/Dissertation |
Type |
Text |
Language | eng |
Date Available | 2012-03-15 |
Provider | Vancouver : University of British Columbia Library |
Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
DOI | 10.14288/1.0106934 |
URI | http://hdl.handle.net/2429/41422 |
Degree |
Master of Arts - MA |
Program |
Education |
Affiliation |
Education, Faculty of |
Degree Grantor | University of British Columbia |
Campus |
UBCV |
Scholarly Level | Graduate |
Aggregated Source Repository | DSpace |
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