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SOME SOCIAL FACTORS IN THE PERSONALITY ADJUSTMENT OF CHILDREN

ENROLLED AT THE MICHIGAN SCHOOL FOR THE DEAF

by
EVELYN PERRY MONTAGUE

A THESIS
Submitted to the Graduate School of Michigan
State College of Agriculture and Applied
Science in partial fulfillment of the
requirements for the degree of

MASTER OF ARTS

,Deoartment of Sociology

1942

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II.

STRODUCTION

. . . . . . . . . . . . . . . . . . .
I.’I‘hem‘oblem.................
II. The purpose of this study . . . . . . . . . .
III.Ecview of previous studies, . . . . . . . . .
IV. Methods and techniques, , , , . . . . . . . .
Construction of the inventory. . . . . . . .
Factors to be measured . . . . . . . . .

The trial schedule . . . . . . . . . . .

Reliability and validity of the
inventory . . . . . . . . . . . . . . .

Administering the inventory. . . . . . . . .

The testing situation. . . . .-. . . . .
Selection of pupils. . . . . . . . . . .
Characteristics of the semnle. . . . . .
Statistical nresentstion and internretation

of data . . . . . . . . . . . . . . . . . .
FAIILY EILIIU ii if TLLLZIE I; LSJUSTTYIT . . . .
I. Number of children in the family . . . . . .
II. Child’s position in the family . . . . . . .
III. Deafness of brothers and sisters . . . . . .
IV. Deafness of parents. . . . . . . . . . . . .

V. the? deaf relatives . . . . . . . . . . . .

Vi. anloyment status of mother. . . . . . . . .

\0\OC0‘\7\nl-‘

10
11
ll
11

12

12

1h
15
15
18

I8

CHAPTER

III.

IV.

VII.

Emotional stability of mother. . . . . . . . .

VIII. Emotional stability of father. . . . . . . . .

IX.

VI .

VII.

VIII.

IX.

KI.

XII O

XIII.

Summary . . . . . . . . . . . . . . . . . . .

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tnilulu rulllbf to communicate . . . . . . . .

Playinc with brothers and sisters. . . . . . .
Incourecement in brincin: friends home . . . .

Familial contacts with the child at school:
lCttCl‘Ji fI'D'Wl home. 0 o o o o o o o o o o o o o

'H
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A

-amilial contacts with the child at school:
Spending?" money 0 o o o o o o o o o o o o o— o o

Confidinf in mother. . . . . . . . . . . . . .

Parents' eartialitv toward deaf child. . . . .

Parents' favoritism toward brothers and sisters

Having family meals. . . . . . . . . . . . . .
Going visiting with narents. . . . . . . . . .
family grouo recreation. . . . . . . . . . . .
Quarreling of narents. . . . . . . . . . . . .

sumsnél W O O O O O O O O O O O 0 O O O I O O O O

PARTICIPATION IN THE HOVE COMMUNITY AS A? EEEMENT IN

I‘LDJU STEIE‘J 1 o o o o o o o o o o o o o o o o o o o o o o

I.

II.

III.

PartiCioation at oubfiic playgrounds. . . . . .
Association oi the child with neighbors. . . .
Summer work activities in the home community .

llay usagciations with hearing children in the
home community . . . . . . . . . . . . . . . .

Summary.

0 O O O O O O O O 0 I O O O O O O O O

. Ah

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I. Rssdine for pleasure . . . . . . . . . . . . . .

IV. iummary. . . . . . . . . . . . . . . . . . . . .

VI. KDCATI3ILL CHOICE OF DEnF CHILTIPY A: a; :LCIITT TH
t- NI‘IUST'¢L_E‘1J1T O O O O O O O O O O O O O O O O O O O O O O O

I. Limitations of choices for the den? . . . . . . .

9‘

. 'ocntional choices. . . . . . . . . . . . . . . .
III.Summarv . . . . . . . . . . . . . . . . . . . . .
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II. Conclusions. . . . . . . . . . . . . . . . . . .

BI BLIDGR‘KPE-{Y O O O O O O O O O O O O C O O O O O O O O O O O O

AFF“ELIX A: The Personality Inventory, "Some Questiois A
LiiCCS {I‘ld DiFlIlZCeS". o o o o o o o o o o o o o .

' - ~ "\7.".-‘~ . . . - C‘ 'y D o ‘ ~A-L v ‘T'A H
n v-' i: s:- “10 Rating Scale oi QtHGCJCS by leacherc

APTENDIX C: Critical Analysis of the Inventory

PAGE

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81

95

TABLE

II.

III.

IV.

V.

VI.

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VIII.

IX.

XII.

XIII.

XIV.

LIST OF TABLES

THE PUPILS TESTED BY SEX AND AGE GROUPS.

PAGE

. . . . . 12

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CHAPTER I
INTRODUCTION
I Egg Problem

A basic principle in sociology and social psychology is that the
individual acquires personality through the interaction of the organic
heritage with the social heritage. Through one's unique experiences in
social relationships he acquires habits, beliefs, knowledge, and atti-
tudes which are the basic elements in his personality. The physical
defect of deafness affects one's relationships with society'and thus his
personality.

Communication through the use of commonly defined symbols-spoken
language-is the most important means of social interaction in society.

1 manual

The deaf carry on communication primarily by the use of signs,
spelling, writing, and facial expression. Signs made with the hands
represent words, phrases, and whole ideas. Manual spelling consists of
the use of a manual alphabet by means of which words are spelled out.
Since most of the people one meets in daily social relationships are not
familiar with these signs and.the manual alphabet, the problem.of communi-
cation is readily recognizable.

There are, of course, large numbers of deaf people who can talk.

Those who lose their hearing after they have acquired Speech, and those

 

1 Signs may be either symbolic or descriptive in meaning, and in
either case, are the equivalent of the sociological term, gestures.

who have learned through a slow mechanical process, do have speech.
Iluch of this deaf speech, however, is unintelligible to those who are
not accustomed to it. New methods for teaching Speech are being devel-
Oped, but it is a small minority of the deaf whose speech is clear’and
easily understood. Even those who lose their hearing in late childhood
often develop an unnatural voice, and lose much of the volume normal to
hearing people.

At the same time-that he is learning speech, the deaf child is
taught to read lips. This, too, is a slow process, and again, not all
deaf children are able to become efficient lip readers. The development
of vocabulary and, hence, acquisition of the social heritage are ex,
tremely slow during the deaf child's first few years at school. The hear-
ing child absorbs.much extraneous information while listening to the
radio, the conversation of his parents, and from other auditory sources.
Thus his world expands rapidly; he acquires new words, ideas, attitudes,
and information all about him, The deaf child, on the other hand, must
learn each new word by its unique formation on the tongue, teeth, and
lips of the teacher, and from what he can read, with his limited vocab-
ulary. He knows_only what he sees and can understand of what he sees,
and since his eyes mustfconstantly serve for the sense that is lacking,
he does not enjoy the further eye concentration necessary for reading.
His eyes are tired and strained from.use in school all day, and it is
not relaxing for him to pick up a book in the evening and focus his eyes
closely on the print and.to try to understand the context when probably
he has never seen at least half of the words in it. Consequently, most
deaf children do not share the hearing child's delight in books. Thus,

besides his major loss of auditory perception, the second most important

avenue of learning is closed to him.

Thought patterns are formed with the use of symbols, usually in
the form of language. Without language, one may be considered mentally
deficient. The slow growth of vocabulary and language pattern of the
deaf child inhibits the maturation of his reasoning ability.l Most of
the deaf are considered to be two years retarded mentally and five years
educationally and in language ability.2

It is recognized that the deaf child is handicapped in the realm of
communication, and thus in the process of carrying on social interaction,
which is the basic process in the formation of personality. The society
of the deaf-the world acquired by the deaf child-exhibits a degree of
social isolation that would be impossible to duplicate in any artificially
controlled experimental pOpulation in the world.3 The effects of this
isolation are to be seen in the personality adjustments of these children.

This psychological isolation is largely fostered by the attitudes
and lack of understanding of hearing people. Queen and Mann quote from
Harry Besth regarding this problem of social distance in the handicapped.
' "Popular attitudes play an important part in the isolation of both the
blind and the deaf. Both are frequently classed as "defectives", "de-
pendent", "socially inadequate", - - -. Their state was described as

one of "hopeless darkness, wretchedness, and misery." Perhaps worst of

 

1 Frohm, Wilhelm, "Experiments on the Thinking of the Deaf",
Volta Review, Vel. XXXIII, July, 1931. pp. 32A~325.

2 Pintner, R., INTELLIGENCE TESTING, Henry Holt, 1931. pp. 422-23.

3 Brunschwig, L., and R. Pintner, "Some Personality Adjustments
of Deaf Children in Relation to Two Different Factors", g,_gf_Genetic

Psyphology, 1936. pp. 377-388.
a Best, Harry, THE BLIND, DD. 274-5.

;
: A
I
I

allfis the pity that is bestowed sepecially on the blind. Pity for per-
sons in a state that suggests helplessness involves social distance. It
implies lack of participation in community life.1 From the point of view
of sociological processes of adjustment, this whole problem.of social
distance is an element in individual accommodation. Some deaf people

are able to make this accommodation so completely as to minimize the ef-

fects of their handicap in social distance.
II The Pugpose‘gf this Study

Because of his relative social isolation, the deaf child occupies
a unique position in his home and community. The purpose of this study
was to discover the relationship of certain factors in the home and come
mmnity to the personality adjustment of children enrolled at the Michigan
School for the Deaf. They lead a comparatively sheltered life in this
residential school for ten months of every year, and the writer was in-
terested in determining what factors seem to contribute most to a favor-
able personality adjustment in the community to which they mmst eventually
return, in order to make a living and homes for themselves.

The writer has been associated with the problems and personalities
at the Michigan School for the Deaf for the past year and a half through
her position as social worker there. This has given her a real op-
portunity to become acquainted with the youngsters and their attitudes.
Through many home visits, she also learned much about the attitudes of

parents and this gave impetus to her interest in making this study.

 

1 Queen, S.A., and D.'Tann, Crowell Co., New York, 1925, p. 548

III RevieW'g£ Previous Studies

Brunschwig, while a graduate student under Rudolf Pintner at Teachers
College, Columbia University, did pioneer work in the compilation of a
personality inventory which had language simple enough for deaf children
to comprehend. She did not feel that adjustment inventories written for

hearing children were adaptable for use with deaf children. This study was

completed in 1936, and was reported in the American_Annals 9§_th§ Deni in

 

March, 1937. This test was given to a selected sample of deaf boys and
girls between the ages of nine and twentyhtwo years, enrolled in a resi-
dential school for the deaf. The inventory contained on multiple choice
questions. The following is a sample of these items:

Do you like to run and play?

__ I like to run and play very well.
I do not like to run and play.

I like to run and play a little.

Are you happy?

I am very happy.

I am.not happy.

I am a little happy

 

'Weighted values were given the responses in the scoring of the test, as O,

l, or 2 points for the answer to the question. Pintner and Brunschwig came
to the following conclusions: 1. Girls tended to average better adjust-
ment scores than boys. 2. Age had noconsistent influence on the scores of
children tested between the ages of 9 and 22 years. 3. Hearing public
school children were much better adjusted than residential school deaf child-
ren. A. Pupils taught by the oral method averaged slightly better scores
than pupils in manual classes. 5. Those who had one or mbre deaf relatives
were better adjusted than those who had no deaf relatives.

N.N. Springer and S. Roslow pave the Brown Personality Inventory for

6

Children to 397 deaf and 327 hearing children, and found fifty per cent
of the deaf to be as neurotic as the most neurotic ten per cent of the
hearing.1

Lyon gave Thurstone's Personality Schedule to 87 high school boys and
girls of 19 years of age,'in a.residential school for the deaf. He found
twice as many emotionally maladjusted young people in this group as among
university students.2 Pintner commented that these two attempts to apply
psychoneurotic inventories constructed for hearing children make the deaf
appear terribly emotionally unbalanced, and give an exaggerated picture of
the actual situation.3

In a study by Pintner, Fusfeld, and Brunschwig, in which they altered
some questions in the iernreuter Personality Inventory, it was found that
among 126 adults, the deaf were slightly more neurotic and introverted, but
less dominating than the hearing.§ ’

Mr. K. P. Bradway gave the Vineland Social-Maturity Scale to 92 pupils
in a residential school, and concluded that deafness handicaps social intel-

5

ligence by about 20 per cent.

 

1 Springer, N;N., and S. RosIOW, "A Further Study of the Psychoneurotic
Responses of Deaf and Hearing Children," "g, g§_Educ. Psychology, XXIX, 1938.
pp. 590-5960 '

2 Lyon, V.W., "The Use of Vocational and Personality Tests with the
Deaf", g3‘Applied Psychology, XVIII, l93h. pp. 224.230.

3 Pintner, R., J. Eisenson, and M. Stanton, THE PSYCHOLOGY OF THE
PHYSICALLY HANDICAPPED, F. S. Crofts and Co., Sew York, l9hl. Ch. 5, "The Deaf".
D. 1590 -

A Pintner, R., I. S. Fusfeld, and L. Brunschwig, "Personality Tests of
Deaf Adults",'g. Genetic Psychology, LI, 1937. pp. 305-327.

- f 5 Bradway, K. P., "The Social Competence of Deaf Children,", American
Annals g; the Deaf, LXXXII, 1937. pp. l22—lh0.

7
Pintner concluded his summary of the work that has been done with the
deaf by saying, "Beware of using inventories constructed for the hearing."
He also felt that "deafness per se does not cause a certain type of person-
ality, but does require a kind of adaptation to the world about us which is
different from that of the hearing."1
Stephen Habbe made a study of A8 hard of hearing and A8 normal boys,
attending school in Manhattan, New York. Hefound that the hard of hearing
recognized fewer Special problems, fewer wishes, had fewer interests, and af-
filiated with fewer organizations than the hearing boy. They had greater

speech difficulties. Mr. Habbe concluded however, that "the essential char-

acteristics of the well adjusted hard of hearing adolescent boys are the

2
same as any well adjusted boy".

IV'Methods and.1echnique§

The writer studied most of the personality inventories that have been
standardized and recognized to have some diagnositic value, in an attempt
to find one that might be suitable for the deaf. Among those considered
were the Personality Inventory for Children, by Fred Brown; Personality
Schedule by L.L. Thurstone and T.G. Thurstone; The Personality Inventory
by R.G. Pernreuter; and the Adjustment Inventory by Hugh‘fi. Tell. All of
these tests contained language too difficult for deaf children and some
questions pertaining to hearing. Also, it was felt that questions regarding

attitudes toward deafness should be incorporated in a test for the deafz

 

1 Pintner, R., J. Eisenson, and H. Stanton, 22. cit., p. 164

2 Habbe, Stephen, "Personality Adjustment of Adolescent Boys With
Impaired Hearing", Teachers College, Columbia University Contributors to
Education, No. 697. 1936. -

8

Brunschwin's test is the only one that has been designed specifically for the
deaf, and the writer did not feel that it was adequate for her purposes. It
was simple enough, but contained no questions which might indicate the adeouacy

of a child's acceptance of his handicap and his role in society.
Construction of the Inventory

A personality inventory was constructed, incorporating many questions
used in the standardized tests previously mentioned. Other questions were
added that seemed pertinent from the writer's experience with the deaf. The
wording of questions was carefully considered in the lisht of the thought pat-
terns of the deaf, their extremely limited vocabulary, and principles of test
construction. Rundsuest and Sletto found that personality scales were improved
very little by any scheme of statistical weighting, if the scale itself were
carefully devised. Added evidence on this point may be obtained from Thorndike
who quotes Bowley as follows: "Eowley gives a rule that is satisfactory for
most cases that occur in practice, namely, to give your attention to elimin-
ating constant errors (e.g., those in sampling) and not to manipulating weights."l

Rundquist and Sletto also recommended the use of an equal number of ac-
ceptable and unacceptable items, which the experimenter here also approximated.
The acceptable items have been found to be more useful in measuring Specific,
relatively intellectualized aspects of personality, and unacceptable items are
superior in measuring emotionalized traits of fundamental importance to the

2
individual adjustment. An example of the writer's use of the former is question

3

number twelve: "Do you like to work out most of your problems by yourself,

 

l Thorndike, E. L., AN INTRODUCTION TO THE THEORY OF MLNTAL AND SOCIAL
MEASUREMENTS. New York. Teachers' College, Columbia University, second edition,
revised, 1919. p. 212

“2 Rundquist, E.A., and R.F. Sletto, PERSONALITY IN THE DEPRFSSIDN, University
of Minneyota Press, 1936. p. 305.

3 See Appendix A for c0py of the inventory constructed for this study.

9

without asking for help?", and one of the unacceptable items measuring more
emotionalized attitudes is question number sixteen: "Do you often think people

try to cheat you because you are deaf?"

Factors 32 be measured. Each standardized test studied had a different
combination of factors to be measured. The writer selected the following six
factors for this purpose, considering them to be the most diagnostic concerning
the personality adjustment of the deaf:

l. Self-confidence and general socialized attitudes. Sixtyhthree questions
measured this attitude.

2. Attitudes toward home situation. Ten questions involved this factor.

3. Emotional stability. Thirty-two questions were concerned with this
factor.

A. Attitudes of the deaf applying specifically to social situations in-
volving hearing people. Twelve questions.

5. Physical condition. Seven questions.

6. Introversion-extroversion, especially in the light of their attitudes

toward their deafness. Forty-one items measured this factor.

The trial schedule. When the questions had been compiled in what seemed
to be a fairly satisfactory form, five adult deaf people of the writer's ac-
quaintance were given the test to fill out. They were asked to try to remember
how they felt as children, and to answer the questions as they would have at
that time. They were much interested in the test, and proved to be very co-
operative and helpful. This experimental group made suggestions for changing
the wording of some questions, and indicated ambiguities overlooked by the ex-

perimenter. After considerable revision the writer asked for two representative
- ’

10
pupils of about fourteen yea s at the Hichigan School for the Deaf, one boy
and one girl. Rapport was established with the‘e youngsters, and the test
explained to them. They were encouraged to ask for an explanation of any

words or whole questions they could not understand. The words they asked

were noted, and those questions rewritten in simpler forms

Reliabilitv an valij; y g; Eflé inventorv. Pearson's co relation coef-
ficient was used in testing the schedule for reliability and validity. The
test for reliability consisted of correlating the total scores on the odd
numbered questions with those on the even numbered items. It was assumed
that if the children who received high scores on the odd questions also re-
ceived high scores on the even items, the test would be a reliable one. When
corrected for attenuation by the Spearman-Brown formula, the coefficient of
correlations was' ound to be+;86. Although this correlation is not as high
as many statisticians demand to assure reliability, the writer felt it would
be satisfactory as a means of distinguishing the most—and least-adjusted
groupings of children.

The test for validity consisted O; a comparison of the adjustment scores
on the test with the ratings given each pupil by the teachers on a graphic

1
rating scale prepared for this purpose. The writer composed a scale of Six
questions on which the teacher was to rate each pupil along a line of nine
points, from two for poor adjustment to 10 points for good adjustment in that
item, The teacher rated the child on the same factors that the adjustment
inventory attempted to measure. Thus the test for validity measured to what

degree the adjustment indicated by the children's a_swers to questions about

themselves were consistent with the theachers' evaluations of their adjustment.

 

1 See Appendix B for a COpy of the teachers' rating scale constructed for
this study.

11
The correlation coefficient was found to be+;79, which indicates a fairly

1
high validity.

Administering the Inventory

The cooperation of the superintendent, the principal, and the deaf were
obtained both in the construction of the test and the plans for administering

it.

lgstigg_situatiqg, On the specified day, the tests and teachers' rating
sheets were given to each teacher, and she administered the inventory to her
class, giving oral or manual instructions, and answering questions freely.
Since the test was given to everyone at the same time, there were many children
who were on vocational profects at that hour, and were not under the super-
vision of an academic teacher. These pupils were assembled in the dining room,
and Hrs. Brewer, the Assistant Principal, and the experimenter walked about
the room.and answered children's questions. This was the largest group, and
received the least amount of individual attention. None of the classrooms
had more than twelve pupils, so the teachers were able to give them considerable

explanation.

Selection of pupil . The inventory was administered to all of the children
at the Michigan dchool for the Deaf who were twelve years of age and over, ex-
cept those who were in special classes for the slow learning. This constituted
a total of 199 pupils. In scoring the tests, eight of them were deleted from
the group because they indicated a lack of comprehension of a large number of

items. This made a total of 191 pupils tested, ranging in age from twelve to

 

1 See Appendix C for further critical analysis of the usefulness of the
test itself.

12

twenty-two years.

TABLE I

THE PUPILS TESTED, BY SEX 1ND Asa GROUPS

 

 

 

 

 

 

d:— "vmj
BOYS GIPLS TOTAL

N0. Per .30. Per 1&0. 9e?—

Cent “.nt Cent

15—17 38 35.5 38 L5.2 76 39.2

18-22 ‘_ 28 26.2 111116.s Ag 22.6
Total 101 100.0 84 100.0 191 100,9

 

 

 

Qharacteristigs of the sample. Most of the children were in the lower

 

age groups. As seen in Table 1, 38.2 per cent of the children were between
12 and 14 years, 39.2 per cent were between 15 and 17 years, and only 22.6
per cent were 18 years and over. Most of these youngsters come from very
large families. Thirtyatwo per cent of them come from families of from 6

to 12 children, 61.2 per cent from families of from 2 to 5 children, and only

6.8 per cent were the only child of their parents.

C)

a a. hhen the tests

.9-

Statistical Presentation ang_lnterpretation,gf ”he

I

had all been scored, it was found that they ranged from scores of 36 to 71.

There was a total possible score of 80, as there were 80 items, each one

having a value of one point toward the total adjustment score. Losical division
of the scores into three groups was made on the basis of a frecuency distribution
so that those having scores from 36 to 48 were labeled poorly adjusted for pur-
poses of statistical presentation in this study. Scores frwm L9 to SA were

considered the middle adjusted group, and from 55 to 71 were well adjusted.

13
This made an almost equal numerical distribution of the pupils into the
three groups: 64 poorly adjusted, 63 making average adjustments, and 64
well adjusted.

The data at this point consisted of the scores grouped into the lower,
middle, and upper thirds, and the answers to 28 questions regarding the
family milieu, family interaction, adjustment in the home community, par-
ticipation in avocational activities, and vocational choice, which were
not included in the adjustment score.

Each of these 28 items is presented in a table, in relation to the ad-
justment scores, by sex, in number and per cent. The method of determining
the significance of the relationship is similar to that used by Burgess and

Cottrell in their studv of the prediction of success or failure in marriage.1

 

1 Burgess and Cottrell, PREDICTING SUCCESS OR FAILURE IN HARRIAGE,
Prentice-Hall;:N.Y. '39.

CHAPTER II
FAMILY MILIEU AS MI FLFEELIT IN ADJ USTLSZIET

The family is the first and most important primary group of which
the child becomes a member. His status in relation to his parents and
siblings helps to determine in large measure his personal interpretation
of his social heritage. Studies have been made of the relation of per-
sonality adjustment to number of children in the family, age in relation
to the other children, and emotional stability of the parents, and some
relationship has been found. The effect of the employment of the mother,
and the loss or substitution of her role in the family has long been ac-
cepted as having an adverse effect upon the stability of the home and a
child's emotional adjustment.

Even more important is this configurational pattern of the family
for the deaf child, whose limitations of communication and understanding
create a barrier that eliminates him from the psychic unity of this pri-
mary group. The child's separation from his family for ten months of
every year at a residential school also serves to break down family unity.
Many of these children are almost strangers to their parents when they
return for two months of summer vacation. The deaf child is confronted
with a family in which the roles of the reapective members have been
altered and reorganized as a functioning unit without regard to his normal
status in that family. He is forced to assume the role of a guest. In
families where there are no other deaf members, parents and siblings have
lost their use of signs and spelling during his absence, which further
alienates the child.

A definite relationship has been found in other studies between ad-

justment and having deaf relatives. The best adjustment seems to be made

15

by deaf childing having all hearing members in the immediate family, but
having other deaf relatives. The next largest group making a good adjust-
ment had deaf parents, and a lesser relationship was found when there were
deaf brothers and sisters only. The poorest adjustment was made by those
having no deaf relatives at all.1

In this chapter the writer is concerned primarily with employment of
the mother, the spatial configuration, and the physical and emotional
characteristics of the members of the family group in which the deaf child

functions.
I Number 91 Children in the Family

The boys who were well adjusted came from larger families, according
to Table II, having from six.to twelve children, but among the girls, the
largest proportion of those who were poorly adjusted came from this group
having numerous children. Neither of these comparisons was reliable. It
may be that the boys had to deve10p independence and self-reliance to keep
pace with their many hearing brothers and sisters, and this was eSpecially
true since boys generally do find.their recreation outside of the home.
The deaf girl, on the other hand, may lose her individuality in helping

with the many chores inevitable in a large home.
II Child's Position ig,th§ Family

An examination of Table III shows that the greatest discrepancy in
adjustment is found between the children who were the oldest and the
youngest in their respective families. Twenty per cent of the girls who

were the oldest child received high adjustment scores, whereas 39.1 per

 

1 Brunschwig. L., and R. Pintner, op.cit., pp. 377-338

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18
cent of the girls who were the youngest child in their families received
such scores. Among the girls receiving low adjustment scores, the ratio is
reversed, so the A0 per cent who were the oldest child, and only 27.8 per
cent who were the youngest child in their families received low scores.
The same trend was to be found among the poorly adjusted boys. This would
indicate that if the oldest child is deaf, he is likely to make a poor ad-
justment.

The reason for this might be that he does not receive an amount of at-
tention and understanding from his parents to facilitate his adjustment,
because of the time and attention required by the younger children. This
is not generally true of most normal children, however, who thrive on the
responsibility and self-reliance deveIOped in assisting with the care and

training of younger brothers and sisters.
III Deafness 9; Brothers and Sisters

Some relationship is indicated in Table IV between adjustment score
and having deaf brothers and sisters. Among both the boys and the girls,
those having one or more deaf siblings were better adjusted than those
having no deaf siblings. Among those having no deaf brothers and sisters,
a larger proportion were poorly adjusted than those having siblings with
a similar handicap. The differences here, although consistent among both
sexes, and among all scores, were not significant. most of the deaf sib-
lings are in school together most of the time, and all the children in
school live together as brothers and sisters, so this may account for the
fact that the effect of having such siblings is slight. The major in-
fluence would probably be in the effect that having more than one deaf child

has on the parents. They may better understand their deaf children when

19

 

 

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20
there is more than one. Thus, the influence on adjustment is an indirect
one, in which the parents assist the deaf child's adjustment through their
experience with more than one, rather than there being an interactional

influence of deaf siblings on each other.
IV Deafness 9: Parents

Some relationship was evident among the deaf girls between adjustment
and having deaf parents. In Table V it is seen that h5.h per cent of those
who had deaf parents were well adjusted, whereas only 28.8 per cent of those
who had hearing parents were well adjusted. Such a trend, however, was not
indicated among the boys.

Apparently the girls gained in self—confidence, security, and whole—
some attitudes toward their handicap by having deaf parents who set an
example for them, but the boys were adversely affected by this same en-
vironment. As will be seen in a later chapter, more girls than boys seem
to accompany their parents when they go visiting, so it may be that the
girls Spend more time with their deaf parents both at home and in visiting.
In doing this, perhaps they gain more security and adult attitudes toward
their handicap than do the boys, who find their recreation outside the
home. The differences in the percentage figures, however, were not too
reliable, probably because of the small number of those who had deaf par-

ents (only 11.5 per cent).
V Other Deaf Relatives

Table VI shows some relationship between adjustment scores and having
deaf relatives outside the immediate family. More of the girls who had

deaf relatives were well adjusted, and a larger percentage of the boys

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23
who had none were poorly adjusted. The sample was probably too small to

Show any significant trend, although Brunschwig and Pintnerl

concluded
that deaf relatives outside the immediate family had a greater associa-

tion with happiness than deafness of any closer relatives.
VI It‘mgloment Status 9; Mother

The relationship between having a mother who is absent from the home
a great deal, and the poor adjustment of children is widely accepted. In
Table VII this-generalization is again verified. A larger proportion of
the poorly adjusted children had.mothers who were employed outside the
home, than those whose mothers remained at home. This was more true of
the boys than of the girls. There was no reliable difference, however.

Possibly the greater effect on the boys of the mother's absence from
the home is to be explained in the closer relationship between mothers and
sons than between mothers and daughters-the relationship called the
Oedipus complex by Sigmund Freud. When a mother must spend many hours
each day in gainful employment, the children suffer from neglect and lack
of guidance and attention. When she returns home, tired, and with too
many neglected household duties still awaiting her, she can hardly show
_a dynamic interest in better understanding her deaf child. The detrimental
effects of the employment of the mmther probably would be even more serious

if the deaf child were living at home all of the time.
VII Emotional Stability g£ Mother

In answer to the question, "Is your mother very nervous?", the girls

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25
indicated a marked effect of mother's nervousness upon adjustment score.
Among those who felt that their mothere were not nervous, 39.7 per cent
received high scores, while only 12.5 per cent of those who thought their
mothers were unstable emotionally received high scores. A high proportion
received low adjustment scores among those who considered their mothers to
be nervous. The boys showed a similar trend, but the difference was not a
reliable one for this group. When the boys and girls are considered to-
gether, there is a statistically reliable association between adjustment
and emotional stability of mothers.

Each child may define "nervousness" 'fferently. However, the descrip-
tion of one who is impatient and easily upset and worried, would probably
come within most people's definition as basic characteristics of such a
person. Such a mother might conceivably contribute to insecurity and with-
drawal of any child, but on the other hand, a maladjusted youngster might
imagine his mother to be a source of irritation to him. lMany children who
know their mothers to be nervous adopt the same characteristics, considering

it inevitable that he should be like his mother.
VIII Emotional Stability‘gf Father

In response to a similar question about their fathers, a larger pro-
portion of the children felt that this parent was stable than so reaponded
regarding their mothers. The same trend is to be found in this table as in
Table VIII, but the association is not a reliable one. It is part of the
Cultural pattern that women are nervous and men are expected to be stable.
Possibly it never occurred to the children to think of their fathers as

being nervous, for this reason, unless the condition was very marked.

 

 

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28

Summar*

In this chapter were considered the configurational pattern of the
deaf child's family and the possible effects of this unique pattern on
personality adjustment. The follov g is a summary of the findings from
a study of the tables compiled for this chapter.

The well adjusted boys came from large families having from six to
twelve children. Being one of a very large family was adversely related
to adjustment scores among the girls, however. The greatest discrepancy
in adjustment scores was found between the children who were the youngest
and the oldest in their respective families. Those deaf boys and girls
who were the youngest among their siblings made better adjustment scores
than the older ones. A significant positive relationship was found between
adjustment scores and having deaf brothers or sisters. Deaf girls with deaf
parents made better adjustments than those with hearing parents.

The employment of mothers had a detrimental effect on deaf boys. The
well adjusted children did not feel that their mothers were nervous, and the
poorly adjusted thought their mothers were nervous. This was a reliable as-
sociation, and the trend was more marked among the girls than among the boys.
The same trend is to be found regarding the emotional stability cf fathers,

but is not so pronounced.

CHAPTER III
FAMILY INTERACTION AS AN ELEMENT IN ADJUSTLEEH

The family is considered here as a group of interacting personalities.
Blatz, in his study of the Dionne quintuplets,l has demonstrated the import-
ance of interaction in the personality development of young children. The
child's environment does not.consist primarily in his physical surroundings,
nor in Spatial relationships, per se. It is the psychic ir teraction of a

I
person-to—person character which is fundamental in the formation of attitudes,
beliefs, habits, and desires.

Playing with brothers and sisters, bringine friends home, family unity
in visiting, recreation, around the dinner table, and Specific treatment of
the children, all represent situations in which interaction is on the psychic
level. A study by L. H. Stott came 2 to the conclusion that each of these
factors is significant in the development of personality among adolescents.
The concept of primary group is not limited by spatial considerations, how;
ever. Throuqh writing letters, intimate primary group contacts may be main-
tained, and thereby the psychical aspects of the family may be projected into
an institutional environment.

The limitations of communication sith the deaf child increase the pos-

sibilities for him to assume a Special role in the family, which may lead to

problems of personality adjustment.

 

1 Blatz, w. 13., THE FIVE SISTEF s, New York, w. Morrow and 00., 1938.

Personality Develooment in Adolescents. University of Nebraska figricultural
Experiment Station Research Bulletin 106, Lincoln, Nebraska, 1938.

30

I The Child's Ability 3;; Communicate

The teacher was asked to indicate at the end of her rating of each
student, whether the intelligibility of that youngster's speech was good,
fair, poor, or very poor. This, of course, left considerable discretion
to the teachers as to what constitutes "good" in distinction from "fair"
speech, for example, among a mixture of children, some of whom.have never
been able to hear the natural voice, others who are only hard of hearing,
and more who learned to speak before they lost their hearing. Better Speech
is expected of the latter groups than of those who are totally deaf and
never could hear.

In Table XA, an examination of the trend in ability to speak shows
that, as one proceeds from good to poor, the proportion of those who are
poorly adjusted increases until those whose speech is very poor is reached,
where the prooortion decreases markedly'amona the boys, and to some degree
where both sexes are considered together. Of the boys who had poor speech,
60 per cent were poorly adjusted, whereas those having very poor Speech in-
dicated only a small proportion as making a poor adjustment. This difference
is a reliable one.

Some explanation of the teaching methods used at the Michigan School for
the Deaf may clarify these findings. There are three types of method used:
the auricular, oral, and manual.

The auricular classes are for hard of hearing children, in which hearina
aids are used to assist in the learning of Speech and to train the use of the
residual hearing which they possess. Lip readina is also taught, in connection
with the usual subjects.

The oral classes are for children having a hearing loss so great as to

 

 

 

 

 

 

 

 

 

 

 

 

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32
make c>ntinued use of a hearin: aid impractical. In these oral classes the
regular subjects are tencht through the use and teaching of speech and lip
reading.

The maiual classes are taught primarily with the use of manual spelling
as previously described. Some time between the second and fourth years of
school, those who make unsatisfactory progress under oral or auricular in-
struction are gradually regrouped into classes where speech and lip reading
are used at a minimum, and communication is by writing, spelling, and some-
times by signs. No more time is wasted in attempting to force these young-
sters to learn to speak, when it has been demonstrated that their Speech will
never be intelligible. Much misunderstanding has arisen in assuming that all
children who can not learn speech and lip reading easily are slow-learning.

l
Idrcators in recent years have refuted this long-accepted theory. In lip
reading, no one can read every syllable formed on thejlips, but catch every
third or fourth syllable at best, and fill in the intervening syllables from
the context of the conversation, and fr m the expression on the speaker's face.
Many people are unable to do this, and must see every word in order to be
certain of the meaning. This inability to interpolate is not a deficiency,
but an indication of one pattern of thinking.

The writer feels that perhaps the explanation for the findings in Table
XA is that all of the children tested, except those in the group having very

poor Speech, were in oral classes. This assumption is verified in Table XB,

where it is shown that only 25 per cent of the children having poor Speech

are in manual classes, whereas 93.2 per cent of those having very poor Speech

 

1 In a personal letter from Stahl Butler, Sucervising Director O?¢.
Instruction at the Michigan School for the Deaf, this statement is VGTllled.

 

 

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use the manual means of communication. Good speech might well be associated
with a happy adjustment in school, but the child whose speech is poor, but
who must still sit in an oral class with others whose speech is much better,
well knows from the constant correction and attention given to his inadecuate
Speech, that he is not doing well, and might very easily become discouraged
and maladjusted. However, the child whose speech is considered hopeless is
put in a manual class, and without the pressure put on him to use his voice
in order to express himself, he soon increases his vocabulary, his enjoyment
of school, and his feelings of security.

The writer feels that the tendency in classifying children is to keep
them in oral classes, even though their Speech is poor, because the teachers
have been trained in Special education to maintain a loyalty to the superiority
of the oral method. This may do a grave injustice to the children, and, as
has been shown in this able, may have a realeffect on their adjustments.
This conclusion has been substantiated by the writer's conversations with

various teachers at the school who have oral classes.
II Playjna rith Brothers and Sisters

The question of whether or not these deaf children played with their
hearing brothers and sisters while at home was chosen_as a factor possibly
related to their adjustment at home, and as the first step in their ac-
commodation to associating with hearing people.

Table XI does not Show a consistent relation between adjustment and
this factor, however. gore of the boyS'tho played with their brothers 'nd
Sisters were well adjusted than poorly adjusted, but the girls indicated a

relationship in the opposite direction. The larger pronortion of the children

 

 

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tested seemed to play with their hearing siblings. This may be explained by
the fact that hearing children pick up signs and spelling much more rapidly
than their parents do, and thus fa ecilit c mmunication with their deaf

sibling.

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host deaf children are rather lonesome while at heme durina vacations
.9

and look forward to the reOpenine of school. This 18 true e oecR1_ly of those
children who have no deaf relatives uho understand and can communicate easily
with them. Also, since the larger proportion of them live on farms or in

J."

sme ll towns, where there are no other deal peoele for many miles, it s a happy

Ho

occasion when a friend from school can come to visit them. Thus the writer

'1.

felt that thos eperents who can und mr R n. .n appreciate the deaf child's
utter loneliness, and will make the effort, of inviting an extra deaf child
to come to stay for a few days or m>re, mieht well be contributing to his
satisfactions and happiness at home.

Table XII comprises the responses to the Question, "Do your parents
like to have you bring your friends home?" The poorly adjusted 3i rls showed
the most sisnificant response to this cuestion. Of those whose parents al-
lowed them to bring friends home, only 30. 6 per cent were poorly a.djus ted,
whereas 72.7 per cent of those who did not bring their frimnis home were
poorly adjusted. The boys indicated th same reSponse. Then the boys and
girls are considered toeether, the poorly adjusted group again show a reliable
relation between adjustment and feelings tha.t their friends were welcome at
home .

Since most of those who had deaf relatives were well adjusted, it ma.

be that it is not so important for this group to have deaf friends come home,

 

 

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and thus their adjustment was not so closely related to this factor.

IV Familial antagt§_w§th_the Child a Schoo : Letters from Home

 

It is important to maintain the psychic unity of the family while the
child is easy at school. Home ties are soon lost if the family does not sus-
tain the child's natural dependence and filial devotion to this primary group.

The most freouent plea the writer must make in her present capacity of representing
the school to the homes, is to write to their children more often. Many ask de-
Sfiairingly what they can say in their letters. How much has the psvchic unity

of the family broken down, when a parent has nothing to say to his child? The
fieaf child's extremely limited vocabulary and poor conception of language pattern
is only too evident to the parents, who receive at least one letter every two
weeks from him, a stilted, garbled letter, containing many corrections by the
teacher.

The response to a multiple choice question regarding the frecuency with
which they receive letters from parents was complicated by confusion as to the
time element involved, end wide variations in frecuencv of writing bv the same
parents. For instance, several letters may be written within two or three weeks
precedinr Christmas vacation, in making plans for the child's transportation
home, but long lapses occur from January to June when "there is nothinq to say."

An examination of Table XIII shows that here, again, the significant dif-
ferences occur in the column of poorlv adjusted children. The less freeuently

letters are received, themore DOOTlY adjusted children are clustered in that

group. Where the sexes are combined, 53.1 per cent of those who received one

letter in one to three months were poorlv adjusted, whereas only 30.7 per cent

of those who received a letter each week were poorly adjusted.

 

 

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In checking on some of these responses, it was found that some children
vho never receive letters from home, accnrding to the houseparents, had checked
one of the choices indicating that they did receive letters. Wishful thinking
on their part, or a reluctance to admit that they never hear from home are

probable reasons for this inaccurate reSponse. This probably prevents an even

higher relation from appearing on the table.

V Familial Contacts with the Child at

School: Eggggggg mmne

*" — — ...—J-

 

In the matter of Spending money, again parents have unfortunately neglected
their deaf children. Many of them send their children in September with clothes
and a little money to a school where they will receive good food, housing, and
medical care, at no cost to themselves. Nothing more is heard from some parents
until November or December, when frantic letters are received by the Dean, asking
why they have not heard from their children for several weeks. Upon investigation,
it is learned in most cases that the child has not even had.money to buy a stamp
to mail the letters written in school. Many narentslearn far too early that the
state will not allow their children to go unclothed, even though their parents
neglectthem. They lose completely any sense of reasonsibilitv for their children.
On the other hand, there are others who suffer because their parents have a sense
of guilt that their children must be educated away from home, and they can not
fulfill their parental responsibilities of caring for them, according to the cultural
pattern. They constantly find fault With the school, developing vicious suSpicions
in an attempt to compensate for this guilt. It is worth noting that 33 per cent
of the sample tested stated that they never receive money from.home.

Table XIV shows some of be same descrepancies that the previous table

exhibited, because of fluctuations in amsunts of money, lack of regular allowances,

41

 

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42
the kind of expenses that the children are expected to defray with it,
and a desire to appear to have more money than one actually has. In
checking with the houseoarents, it was found that the boys showed more
tendency to this kind of wishful thinking than the girls.

An association of statistical significance was found among the girls
in all three groups of scores, in relation to the amount of money the re-
ceived from home. Among the girls in this sample who receive three dol-
lars per month, or more, 80 per cent were well adjusted, whereas only
13.8 per cent of those who received no money from home were well adjusted.
Among those who received money from home, 20 per cent were poorly adjust-
ed, and 48.3 per cent of those who had no money were poorly adjusted.
Those airls receiving up to three dollars per month had intermediate pro-
portions among the well adjusted and poorly adjusted, thus indicating a

consistent trend.

VI Confidinv in Mother

W

The children tested were asked, "Do you often tell your mother
about your joys and troubles?" Rapport between mother and child at
this level is relatively elementary, so it is enlightening to note that
32.9 per cent of the sample replied to the effect that they do not con-
fide in their mothers to this extent (Table xv). This is consistent with
the previous findings of parents' disinterest in writing to their children,
and the difficulties of communication.

The discrepancy in scores is great, however, and no consistent trends

are evident. It is possible that the question was not understood by many

children.

43

 

 

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VII Parents' Partiality Toward the Deaf Child

In answer to the ouestion, "Do your parents give you more things
than theygjve your brothers and sisters?", 67.5 oer cent did not feel
that their parents did so (fable XVI). There was no reliable relation-
ship between adjustment and such feelings, and the bovs and girls in-
dicated onoosite tendencies. More of the boys who felt there was no

artiality were well adjusted, whereas the girls felt they had more than
their siblings were well adjusted.

It is probable that these deaf children are not conscious of any
partiality toward them, but rather have learned to exrect special con-
sideration because of their handicao. Many parents admit that they have
hampered and spoiled the deaf child because they feel sorry for him.
‘Much of this oversolicitous attention began ouite naturally during the
. child's severe illness that caused his deafness, and continued after

he had recovered.
VIII Parents1 Favoritism Toward 539ther§ and Sisters

In Table XVII, the ouestion, "Do your brothers and sisters have
better clothes and things to play with than youhave?", received the
same general response of lack of recognition of favoritism in either
direction, and no consistency of resoonse between boys and girls. To

this question, 70 per cent of the children reasonded that there was no

favoritiSm.

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IX Having Family Meals

Although the Question of the whole family eating meals tocecher
was found to be significant in itottls study, the writer did not find
such a relationship among the deaf children stuiied, as shown in Table
XVIII. The small sample and its insufficient data orobably account for

this, as well as the fact that these children are home such a short time.

X Going Uisitinc with Parents

In considering the data given in Table XIX, two factors are to be
noted regarding those who said they do not so visiting with their par-
ents. The writer sronoses that it is nrobably more significant if the
deaf child stays at home alone, while the brothers and sisters go visit-
ing with the parents, than if it is the family's custom that none of the
children accompany them. This hyoothesis was borne out in eeneral, but
is most oronounced amonq both boys and girls in the well adjusted grouo.
There is a greater bercentage difference between those who so visiting
and those who do not , but whose siblinzs do, (39.2 ncr cent -- 20 oer
cent) than between those who go visiting, and whose brothers and sisters
stay at home with them. (39.2 per cent -- 25 per cent.) This difference
is indicative, but not statistically significant.

Most of the children do go visiting with their parents, but a larger

nercentage of the girls than the boys do so.

XI Family Group Recreation

For Table XX, the children were asked to check, on a list of activities

 

 

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50
those in which their whole families carticioated together. Since almost
every child checked some activities, the resoonses were grouned by number
of activities checked, from one to five, and from six to eleve . The
most significant responses were among the poorly adjusted girls, where 50
per cent of those whose families spent only a little time together were
poorly adjusted, and only 25.6 per cent of those whose families seemed to
enjoy a great deal of their recreation together were poorly adjusted.

The same trend is to be seen among the boys, but is not so marked. The
1nmufl.Dattern 0f the boys breaking away from family ties and activities to
can; recreation may be indicated to be true among deaf boys, also, since

they did not seem to be much affected by lack of family unity in recreation.

/

.XII duarrelinq of Parents
0’-

Amicable relations between the parents seems to affect the deaf
girls more than the boys (Table XXI). Only 6.7 per cent of the girls
who felt that their carents did not get along were well adjusted, while
37.3 per cent of those whose parents did not quarrel were well adjusted.
This difference is a reliable one. When boys and girls are considered
as a group, a significant difference is found among the poorly adjusted.
Whereas 50 per cent of the children whose parents cuarrel were poorly
adjusted, only 30.3 per cent of the children of happily adjusted Darents

were poorly adjusted themselves.

XIII Summary

Factors affecting the osychic interaction cf deaf children with their

 

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53
parents and siblings were considered in this chaoter. In general, these
factors seem to affect the girls more than the bows.

Those children having good speech indicated better adjustment than
those having fair or Door speech, but the children havinz very Door
sneech also indicated good adjustment. More of the boys who olayed with
their brothers and sisters at home were well adjusted than not.

a reliable positive association is to be seen between poor adjust-

ent and infrequent letters from home. There is a significant positive
relationship among the girls between adjustment and amount of amending
money received from home. Of the children tested, about one-third said
they did not often tell their mothers about their joys and troubles.
Deaf children do not feel that their parents treat them differently from
their hearing brothers and sisters.

Girls who went visiting with their parents were better adjusted than
those who did not. Deaf girls whose families Spent little time in recrea-
tion together tended to be poorly adjusted. Children who felt that their

parents quarreled a great deal were more poorly adjusted than those who

felt their parents were hanhily adjusted.

CHAPTER IV
PARTICIPATION V THE HJIE JIIUNITY A5 AH ILIK:TE I? {JJUSETL37

The child's orientation to the community through neighborhood and
local playground activities is at first merely an extension of his pri-
mary group contacts which originated in his home and family. However,
through these extended contacts, he enters into associations of a
secondary nature, whereby he comes.in contact with children and adults
who do not know that he is deaf, and who have made no concessions for
his handicap. In his relatively orotected family groun, he has learned
to exoect a unioue role and status, which is based on a recoqnition of
his handicap by others and some degree of aporeciation of it, by them.

Through the deaf child's unique exoeriences, he defines his role
in the larger grouo. These early exoeriences with groups outside the
family are of crucial imoortance because attitudes acquired at this
time may be projected onto society in general. In these first conmunity
contacts. the child may meet oeonle who show oity or svmoathv for his
handicao, or children who ridicule him for his signs, gestures, and
facial exeressions, and label him "Dummy", or others who are imnatient
with his inability to make himself understood. He will then define
his role in society in accordance with the manner in which oeocle have
reacted to his handican.

In this chapter, the writer is concerned with the child's oersonal-
ity adjustment in relation to his ability to return to his home community
for the summer months and enjoy normal extra-family social relationships

there.

55
I Participation at.Locgl Playgrounds

In connection with the question regardinc his use of playgrounds, each
child tested was asked whether or not there was a public playground within
ten blocks of his home. In compiling the table, the reSponses of those who
had no playground facilities were omitted from consideration.

The most significant difference in Table XXII is found among the poorly
adjusted and middle adjusted groups of girls. Of those who did not use the
local playgrounds, 56.2 per cent were poorly adjusted, and only 23.1 per cent
of those who looked for recreation among normal children were poorly adjusted.
Those who made scores in the middle sroup on the adjustment scale showed a
significant difference in the opposite direction. Of the girls who use the
playground, A2.2 per cent received average scores, whereas only 18.8 per
cent who did not use the playgrounds fell into this group.

A much larger prooortion of the boys used the local playground facilities
than the girls, and showed no reliable relation with adjustment. When boys
and girls are grouped together, however, a siqnificant association is seen be-
tween adjustment and the use of playgrounds. Fifty per cent of the youngsters
who did not participate in such community recreation were poorly adjusted,
whereas only 26 per cent of those who did so had low adjustment scores. These
findings are in accordance with those of a study as reported in the Volta Review,1

in which public playground activity was found to be of great value in the ad-

justment of a deaf boy who had been a real problem.

 

l Anon., "A Deaf Boy on his Own", Volta Review, October, 1938.

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57

II Association 2: the Child With the Neighbors

 

A deaf child's ability to include his neishbors in his social world
is another step in enlarging his social frame of reference. In answer to
the question, "Do you like to talk with the neighbors when you are at
home?", the boys and sirls indicated opposite tendencies (Table XXIII).
There was a negative association among the boys between adjustment and
visiting with the neighbors, but the girls who did so indicated better
adjustment than those who did not. None of these comparisons were sta-
tistically reliable.

These children are at home only a small part*of each year, and pos-
sibly the difficulties of communication and the limitations of their

social consciousness among hearing people negate the amount and value of

any social participation during such a short period.

III Summer workActivities in he Home Commun'ty

 

 

It is difficult for deaf youngsters to obtain summer jobs because
of the very limited number and kinds of work they can do, and the reti-
cence of employers to hire the deaf. However, these children are trained
in good work habits at sohool, and those whose parents do not furnish them
with adequate clothes and other needs, are encouraged to apply for work on
the school's pupil-payroll plan. Others obtain work taking care of child-
ren, doing housework, washing cars, shoveling snow, or caring for lawns
for employees and townspeOple of Flint. $he time spent and importance
attached to their vocational traininq also contribute to make these deaf
children employment-conscious.

Table XXIV indicates that 75 per cent of the boys and 63.h per cent

 

 

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60
of the girls have earned money while at home during the summer. No attempt
was made to learn how much money they earned, the length of time employed,
or the kind 0. work they did. Ehe greatest differences occurred among the
middle and poorly adjusted students, for both boys and girls. Among the
boys who have worked, 34.7 per cent were poorly adjusted, and 27.2 of those
who had not worked received low scores. The tendency we 'reversed for those
who received hither scores, so that the larger prooortion of those who had
not worked fell into the medium.and well adjusted grouos. The girls' scores
again showed an opposite tendency from that of the boys, so that the larger
percentage of those who had not worked were poorly adjusted, and more of
those who had worked received medium/scores. These differences were not
reliable, however. It is vossible that since most of them have‘ orked while
at school, there would be no logical relationship between workine and ad-
justment. They would probably all work if they had the opportunity to do so
in their home community. Since according to this table, and in society in
general, fewer airls work than boys, it is only the girls with more init-
ative and self-confidence who wil_ try to find work. The small number in
the sample may account for the factthat the relationship between earning

money and adjustment score was not higher among the girls.
12 Play Associations with Hearing Children in the Home Community

Closely connected with the social participation shown in the use of
playarounds and visiting with the neighbors is the Question of whether or
not the deaf child Ulays with hearinechildren. In any such interaction be-
tween deaf and hearing persons, many inconveniences arise, and special at-
tention and concessions must be givento the deaf child, which, if not thought

fully handled, are irritating to both the deaf and the hearing children. For

61

example, the deaf child's attention can not be called from a distance, but
someone must be close enough to touch him to attract his attention. Every-
thing of importance that is being said must be relayed and interpreted to
the deaf child by sisns or by speaking very slowly and distinctly. If his
handicap is forgotten for a while, ;nd the others talk on at some length,
leaving the deaf member to his own thoughts, he ouiclly beéomes bored, ir-
ritated, or resentful. Such negligence occurs frecuently, even among
thoughtful adults who have been with the deaf a great deal. It can easily
be seen how the repitition of many such unhappy episodes causes deaf people
to avoid hearing company, and to becom, extremely clannish. Then there
are only deaf peOple present, they can relax in the use of their own nat-

ral language, signs,and no one feels that he is being omitted from the
group, or wonders if the others are talking about him.

For Table XXV the children were asked, "Do you play with any hearing

chidren besides your own brothers and sisters when you are at home?"
Among the girls who replied that they did so, 3A.h per cent were well ad-
justed on the inventory, and only 20 per cent of those who did not play
with hearing children were well adjusted. Among the poorlyadjusted girls,
this relationship was also apparent, since an per cent of those who did
not mix with the hearingwere poorly adjuste- and only 32.8 per cent of
those who gave an affi native answer received low scores. This difference
is not outside the limits of chance, but does correSpond with the findings

in regard to other forms of social participation in the home community.

The data collected in this chapter concerning the relationship of

 

 

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63
social participation in the home community to =ersonelity adjustment have
shown the following trends:

Boys and girls who did not oariicipatein activities at local play-
grounds were not as well deusted as those who did 50. Girls who enjoyed
visiting with the neightgrs made the best adjustment, whereas the boys
seem to have been adversely affected by such social activities. Most of
the boys and nirls had worked and earned monev during the summer. The
girls indicated some positive relationship between such work and adjust—

ment, but the boys did not show any association in this matter.

CHAPTER V
PARTICIPATION IN AlOCATIOhAL nCll L 1:3 LS I3 ELITldl DJU“LC_Y

An important asoect of a serson's adjustment is his ability to enjoy
and participate in wholesome activities durine his spare time. All child-
ren develop a world of fantasy and unreality into Thich they withdraW'to
some decree throughdanreamiLq and in various hiehly imaginative play
activities. The desirability of directing these natural activities into

owth exoeriences is recognized by child psychologists.

v

No studies have been made of daydreaming among the deaf,‘although
1

some assumrtions have been made. The observations of the writer tend to
substantiate the belief that deaf children are even more prone to Withdraw

, 3
into a World of unreality, because the limitations of their sense percent-
ions decre se the liklihood of their attention being drawn to the realities
around them. Their de ydree ms are not die trube ed by extraneous noises. Also,
the steady concentrztion reluired to maintain contact with reality through

visual perception is xceedi .ly fat tizuing. Thus, random daydreaming is an
easy escape.

This chapter is concerned with the relationship between adjustment and
interest in reading, dramatics, and extra-curricular athlcti s ,nhich the
writer feels to be important examples of the Tholesome activities into

'L-

which the deaf child‘s physical and rsychic energy mi :ht well as directed

in fostering the growth and develOpment of his personality.

 

l Hasey, Marie l., Ph. D., The Relation 2: Home and School, The Volta

 

Bureau; Washinfitin D.C., June 30, 1938.

65
I Readino for Pleasure

M

Th

(0

girls seem to show a po.it ive relationship between :djustment
and enjw) maent of roadine accordinr to Table XXVI, in that h2.3 oer cent
of those who indicstrd that they. “Mi not care about ree.dinq we3e noorly
adjusted, whereas only 32.3 oer crnt of those «ho did read Here poorly

/

adjustcd. Among the bovs, however, 36.3 par cent of those tho enjoyed

rea.<1lnq were 903rlb' 3 M3) ted, and a smé ller perceniaee, (22.9) who did
not read in their lrieure time were poorly adjusted. These differences
were small and not sienificant.

It is ouite probable that these deaf children consider reading comic
strips in} highly illustrated books about comic strip characters the equiv-

alent of readin boo’x as that is the extent of most of their 1 isure

5 clearly shown in extensive observation of these

Ci)

time reading. This w
children by the writer, and.in talks with houseoarents. This exul nation
of the kind of readin: enjoyed by these children may account for the lack
of significance of the response. All children enjoy comic strits, and al-
thoush they are not harnf.ul, th:— 'y do not h vs the educational and attitude-

buildine values that are usually associated with good books.

Play-acting o ffers vast or vortunit 1es for self—expression and the

O ‘

overt SPtinGCtiOn Of wishful iders. Amon: the sirls'Who 5210 they enjoyed

. . ‘ ~ ‘ v- an“ w. I-, ,—« . er‘ r‘ .— . -'- A A -. ‘ ‘
actine 1n plays, (Table KX‘II) 39.2 per cent PcCelypd scores in c.e mioole

group, ind only 18.5 per cent of those who did not enjoy actinn were in

this group. This was a reliable iifference. Amon: the poorly e justed

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68

llKE acting were

C)

girls, on ihe other hand, 30.b per (ent of thee: uh
poorly adjusted, whereas L8.2 per cent, a much larger pro; ortion, of those
"ho rave a necstj e res onse to +his sctivitv were poorly ediusted. The
° .34.",

here, however, sho« caved a nezrtive rel ati mn h1o betzme n adjuotm ent and enjoys

. Th

L—IO

c s negative association was not a reliable one.

in].
U)

rent of dremat
Deaf oeoole tend to drrm3tize all situa tionzs by the very form of their
language-sisns 3nd postures, so that nantomi. e is Quite easy for them.
For this reason, they have more on ortunity to usethis form of self—exnres-
sionthss most hearing children do, because ihey act out most of their daily
conversations. The fact that this is such a natural hart of deaf recole's
lives may account for the lack of more consistent relati1nshio be+ ween in-
terest in actin: in plays and adjustment as shown by the deaf children
studied here. It is also Dossible that many of the younger children have

8

had little Opportunity to participate in the school plays, so that no as-

\

500 1a tion of their interest in acting would be exrscted, if there were no

onnortunity for 1t.
III @3222

A number of extra-curricular Sports are offered at the Eh chiqan School
for the Deaf. A lie t of them was given, an the children were asked to
check the ones in w.ich they particioated. For purposes of tabulation,
the responses were rrouned into those who checked from three to five
sports, one to two shorts, and those who did not check any of them, as seen
in Table XXVIII.

Among the boys, 33 oer cent of those who checked from three to five

snorts were poorly ed iustei, a sme ller vercentece (30.5) of those who

 

 

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checKed one or two sports were porrly adjusted, and only 26.A per cent of-
those who did not eneaee in any athletics after school were poorly adjust-
ed. This would indicate that the more games one participated in, the more
likelv he was to be poorly adjusted. Among the girls, the same trend is
to be seen in the well adjusted column. None of these relationships is
reliable. In answering the ouestion, the tendency may have been to check
a sport that they played once or twice, but not consistently. If this was

done, there could be no real growth experience to be exoected in having

participated in such social activities only a few times.
IV Summary

This chapter was concerned with oarticipation in wholesome avoca—
tional activities and their part in the personality develooment of deaf
children. ts findings show that the girls who did not enjoy reading
were less well adjusted than those who liked books. GirlsJWho did not
enjoy acting in plays tended to be less well adjusted than those who did
so. There seemed to be a negative association between adjustment and
participation in extra-curricular athleticsamong both boys and girls.
Lack of interest in each of these avocational pursuits had a marked as-

sociation with poor adjustment.

 

CHAPTER VI

The choice 0? . vocation is an important step in the growth of youth,
and is an indication of his own definition of his role in society.

For the deaf child, this definition of his role is particularly imp
portant, because he must sooner or later accept the fact that his choices
are limited by his handicap, as well as by economic considerations in ob-
taining the necessary training, the kinds of work available in his home

community, and his own aptitudes and capabilities.

I Limitatio s f hoiCes for the Deaf

 

A hearins handicap limits considerably the kinds of work a person
can do. The deaf are not able to hold any positions in which it is neces-
sary to meet the public, use a telephone, or takecfixtefion or other lengthy
instructions verbally. This means that most of them must work with their
hands, and excludes them.from.most of the professions except the ministry
and teaching, both of nhich can be practised only among the deaf, of course.

In .ener 1, most deaf boys in Michigan go into factory work of some
kind, find the briphter ones are given training in a skilled trade, either
at school, or with the help of the State Department for Vocational Educa-
tion. Xany more work on farms or in otherfarm: of manucl labor. Compara-
tively few sirls and boys are encouraged to so so college and train for
teaching positions in schools for the deaf. The girls are more limited
because the usual avenues of clerhina, stenoqraphy, and cosmetology are

closed to them. Most of the deaf girls find work in factories, doina

72

i" ’3
(Q

dressmakinv, or house ark. L x are able to find employment in typing
or bookkeeping in large office? where their routine work does not include

the necessity for answering the telephone, takins dictation, or being a

receptionist.

II Vocatian;l_€hoices

 

O

A wide variety of resoonses was obtained to the question of what
kind of work they eXpect to do when they have finished “ChOOlo For Table
XXIX, these were grouped into those who had not decided, those who exeected
to go into factories, skilled trades, farmine, manual labor, working with
their parents who have a private business, and choices that were not pract-
ical. The skilled trades mentioned were, tool and die maker, :r'fting
auto bumping, auto mechanics, baking, floriculture,woodworking, shoe re-

pa ring, dress making, and printing. Work with parents included two child-

)

ren whose families have cabin camps and rent boats. Choices that were con-
sidered impractical because these deaf youngsters Lrobablv will not be
able to go into the work they mentioned were: truck driver, engineer,
nurse, store clerk, postman, firemen, beauty operator, artis , stenosrather,
and waitress. Many of these choices are tyrical of the immature aspirations
of youngsters. Some of the children tested were as young as twelve years of
age, so that such choices miaht be expected from them.

Of the boys who made impractical vocational choices, 57.1 per cent were
poorly adjusted. This proportion was significantly hi:her than the proportion

of boys who made any of the other reSponses and were poorly adjusted. Of the

girls, however, 65 per cent of those who made unfeasible vocational chocies

75

 

 

 

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74
were well adjusted, and this also was sisnificant in comparison with the
other choices of the well adjusted girls. However, as explained previously,
deaf girls have so few choices, m inly housework or factory work, that one
can readilyunderstond their postponing acceptance of these inevitable al—
-ternativesfor more interestina ones. Also, the school does not have the
facilities for giving vocational traininh to the girls that 'ght guide
their vwcational plans and give them self-confidence and pride in one skill.
Of the girls who chose factory work and skilled trades, AO.9 per cent and

36.3 per cent respectively, were well adjusted. Among the boys, 5h.2 per
cent of those who chose skilled trades were well adjusted. These choices
represent the hishest possible accomplishments for the deaf, althouqh most
hearing people would not consider them so. Most of these well adjusted
children who ch se fictory work or rkilled trades will probably actually
follow those vocations. Only a small proportion of the girls rho had not
decided what they will do were well adjusted. (15.7 per cent)

Only a small percentage of the boys chose farming as a life work, al-

number of them, as many come from farms, snfl havenot the initia ive or ability
to break away from their families andnake an adjustment in a large city.'
Only one girl recognized thatshe will so back to the farm, although most of

the airls who live on farms have no other choice than to return home and

help xith the work there until they are married.

III Summary

This chapter was concerned with the limitations of vocational choices

for the deaf, and the éhoices made by the children tested, in the light of

75

the eventual adjustment they must make to these limitations.

Boys who made impractical vocational choices tended to be poorly
adjusted. Girls who made impractical choices tended to be well adjusted.
Only a small pronortion of the girls who had not decided on a vocation

were well adjusted, but a large proportion of them were in the middle

Q

group. Only a few boys and almost no irls chose frrming as a career.

Both boys and girls who chose factory work were well adjusted.

CHRPT V VII
SUMHARY AND CONCLUSIONS

I Summary

Every child hearing or deaf becomes socia ized and acquires habits,
beliefs, knowle’ee, and attitudes in accordance with his definition of
his experiences as a member of society. A child having a hearing handi-
cap does not necessarily develop a "deaf personality", but rather any
combinatiOn of attitudes, beliefs, and values that enist amonq hearing
people, may also be found among the deaf.

There are many sociolosical factors in the background of experience
and home environment that may affect an individual's personality adjust-
ment. The problem in this study was to determine which of many factors
seem.to be related to adjustment among the deaf.

A personality inventory was constructed, adapting ouestions commonly
used in other personality tests, and adding questions that the writer felt
to be pertinent to the deaf. This schedule was administered to 199 deaf
children between the ages of 12 and 22, who were pupils at the Michigan
School for the Deaf, a residential state-supported school. The test was
given by each teacher in her classroom, with a maximum of assistance in
exolanationof words and whole questions.

The inventory showed a correlation of_ .79 in a validity test, and a
correlation of .86 in a test for reliability.

In general, the well adjusted deaf boys in this study might be des-

cribed as being the youngest in large families having other deaf children,

77

to have good speech or to be entirely manual in communication, to be those
who participated in family activities, and to rave decided on factory work
for a vocation. The well adjusted deaf girl is also the youngest in her
a family, has good speech or is a manual student, enjoys going visiting with
her parents, has money to Spend, and feels that her parents get along
amicably.

The poorly adjusted boy, on the other hand, has poor Speech, his mother
« is employed, she is nervous, his parents quarrel a great deal, he receives
little or no correspondence or money from home, and he makes a vocational
choice that he will probably be unable to realise. The poorly adjusted girl

also has poor speech, comes from.a large family, her mother is nervous, her

parents quarrel, there is no family recreation, she does not bring home any
friends, nor does she enjoy playground activities at home, and she has lit-

tle or no contact with her home during the school year.
11W

Although these deaf children are at home only a small part of each
year, it has been shown that certain factors in that home environment are
significantly related to personality adjustment, and to theiradjustment
to institutional life. The children leave home some time between their
fifth and eighthyears, after fundamental impressions and influences have
played a part in molding their personalities. The particular combination
of factors in that home goes deep in the impressionable mind of the young-
ster, and although he experiences much growth and change in his school envir-
onment, apparently certain of these elements in his home retain their sig-

nificance in his personality adjustment.

'78

It has been shown that among the most outstanding influences were the
contacts the families made with their children at school, and the attitudes
built up through this interaction, or the lack of it. It is probably that
this ariSes because the children are at home so little that the extent to
which they have happy reminders of home while at school are more important
than the actual conditions in that home. Those children whose parents did
not write to them or send them any spending money indicated a total malad-
justment of feelings and values in many fields. It is essential that these
ties of affection and interest with the primary group be sustained if the
youngster is not to become completely institutionalized. Those parents who
are lax in writing may only be giving mute evidence of the attitudes they
exhibit while the child is at home - an indifference toward him, or even a
complete absence of understandins, interest, or affection for that deaf child.

The difficulties of communication have been shown to isolate the deaf
child from easy acceptance of hearing people, and from participation in group
activities with them. They are unhappy among others, and dietrustful of
those who seem to live in a different world from theirs. They gain security
in being with others who have the same handicap, and there are relatively few
who are able to accomodate themselves to hearing society. This generali—
zation has been applied to most minority groups in a culture. It is dif-
ficult to gain the confidence Of the Finnish people in northernMichigan, for
example. They settle only where there are others of the same nationality,
and tend to perpetuate their Eurosean culture. Lack of a mutual language
gives rise to real social conflict, and is a great barrier to common under-

standing and confidence. The barrier between the deaf and hearing is as

great as that between any two cultures.

It was found that some of the greatest sociological influences on
personality adjustment were concerned :ith relatiwnshios the child
had with those outside of his immediate familitv, and yet within his
home, as going visiting with parents, having deaf friends in, and
having deaf relatives other than in his own family. This may be an
indication of the necessity for a total adjustment in the comfiunitv,
as wll as an adjustment within one's home. It is important that the
deaf child move beyond the simple, protecting atmosnhere of this
Driary group and find his place in the larger community.

Since his experiences in his home and community do have such a
vital influence on his adjustment to society as an adult, it might
be well to examine the opportunities the deaf child has for growth
experiences. Because of the general ignorance regarding the meaning
of the handicap of deafness, many of these children suffer from lack
of understandire in their own homes, where it is most essential that
they build security to sustain them in their greater struggle for
existence in the social and vocational world.’ Education of the par-
ents of deaf children is a prime reouisite in giving these youngsters
even the fundamentals of the kind of understanding any child deserves
in his own home. This can be part of the function of the school, in
which the experiences, growth, and personality of the deaf child are
interpreted to the parents by teachers, housewarents, and a social
worker, and mutual problems can be discussed and plans made for their
solution.

The preparation and security afforded the child by the home
before entering school have been ouestioned. A still greater challenge
1

arises when one asks to what extent the residentia school is

preoarin; the deaf child for community life. In the protected, in-
stitutional atmos here of mass living, where the state :rovides all
the essentials of life, children learn to ex:ect these as their right,
and do not cucstion how or why they are nrovided. The teachers and
houseparents are trained in understanding the deaf and their limit-
ations, and are careful to take these into consideration in all their
relationships. Perhaps this secure and protected atmosnhere is making
it more difficult for them_to adjust themselves when they leave school

and must face a society that does not understand them.

BIBLIOGRAPHY

BIBLIOGRAPHY
A. BOOKS

Allport, G. W., PERSONALITY —— A PSYCHOLOGICAL INTERPRETATION, Henry
Holt and Comoany, New York, 1937.

Blatz, W. E., THE FIVE SISTERS, W. Morrow and Comnany, New York, 1938.

Burgess,,E., and Cottrell, W., PREDICTING SUCCESS OR FAILURE IN HAR-
RIAGE, Prentice-Hall, New York, 1939.

Fisher, R. A., STATISTICAL METHODS FOR RESEARCH WORKS, Oliver and
Boyd, London, Second Edition, 1928.

Flanagan, J. C., FACTOR ANALYSIS IN THE STUDY OF PERSONALITY, Stan-
ford University Press, 1935.

Freeman, Frank, MENTAL TESTS, Roughton Mifflin Comoany, Boston, 1939.

Goodenouah, F. L., and Anderson, John E., EXPERIMEHTAL CHILD STUDY,
The Century Company, New York, 1931.

La Branche, Elmer J., AN ANALYTICAL SURVEY OF THE HEARING LOSSES OF
12A PUPILS AT THE MICHIGAN SCHOOL FOR THE DEAF, l9AO.

Pintner, R., INTELLIGEECE TESTNG; METHODS AND RESULTS, Henry Holt
and Comnany, 1931.

Pintner, R., Eisenson,J., and Stanton, M., THE PSYCHOLOGY OF THE
PHYSICALLY HANDICAPPED, F. S. Crofts and Company, New York, 1941.

Queen, 5. A., and Gruener, J. R., SOCIAL PATHOLOGY, Crowell Publish-
ing Company, New York, Revised edition, 1940.

Queen, 8. A., and Mann, M., SOCIAL PATHOLOGY, Crowell Publishing
Company, New York, 1925.

Rnndquist, E.A., and Sletto, R. F., PERSONALITY IN THE DEPRESSION,
University of Minnesota Press, 1936.

Sletto, R. F., THE CONSTRUCTION OF PERSONALITY SCALES BY THE CRITLha
ION OF INTERNAL CONSISTENCY, The Sociological Press, Minneapolis, 1937.

Symonds, P. M., DIAGNOSING PERSONALITY AND CONDUCT, The Century
Company, New York, 1931.

")L)

Symonds, P. M., PSYCHOLOGICAL DIAGEOSIS IN SOCIAL ADJUSTMEHTS, Ame
erican Book Company, New York, 193A.

Thorndike, E. L., AN IHTRODUCTION TO THE THEORY OF MESTAL AND SOCIAL
MEASUREMEHTS, New York: Teachers College, Columbia U., bureau
of Publications, 2nd Edition, revised, 1919.

Thurstone, L. L., and Chave, E. J., THE MEASUREMENT OF ATTITUDE,
U. of Chicago Press, 1929.

B. PERIODICAL ARTICLES

Ballenger and Zimmer, "Socializing the Deaf and Hearing Child",
Volta Review, July, 1935. '

Bradway, K. P., "The Social Competence of the Deaf Child",
American Annals of the Deaf, LXXXII, 1937, pp. 122-40.

Brunschwig, L., "A Study of Some Personality Aspects of Deaf Children",
23‘Q. Contributions to Educati03,no. 687, Eur. of Pubs., T. 0.,
Columbia U., New York, 193 .

Brunschwig, L., and Pintner, R., "Some Personality Adjustments of
Deaf Children in Relation to Two Differeh Factors", ,1. 9;: _G_e_n_—-
etic Psvch., 1936, pr. 377-388.

Carpenter, O. F., "Opportunities for the Deaf in Industry", Volta
Review, Dec., 1938. '

Heidbreder, E., "Measuring Introversion and Extroversinn", g, of
Abnormal and Social Psych” 21: 120—131,, July, Sept., 1923?

Likert, Renais, "A Technique for the geasurement of Attitudes",
Archives 2£DPsycholoqy, no. 140, olumbia U., 1932, pt. 55.

Lyon, V. W., "The Use of vocational and Personality Tests with the
Deaf", ,1. of Apglied Psvch., XVIII, 1931,, 221,-30.

Montague, Harriet, “Jobs for the Hard of Hearing", Volta Review,
April, 1939.

Meore, L. M., "Toward.Normality", Volta Review, Oct., 1933.

Husico, B., "The Influence of the Form of a Question," British g,
2£_Ps ch., 8—351-389, Sept., 1916.

Pintner, R., Fusfeld, 1.8., and Brunschwig, L., "Personality Tests
of Deaf Adults", 9, Genetic Paych., LI, 1937, pp. 305—327.

Pintner, R., and Paterson, D., "The Ability of Deaf and Hearing
Chidren to Follov.r Directions", 235;. Seminag and _._I_. 91 §_e_r_1_.

Smith, R. B., "The Development of an Inventory for the measure-
ment of Inferiority Feelings at the High School L evel", Archives
igi‘Psych. , no. 1AA-,C M11019 U. 193'3, p. 118.

33ri nzer, N. 1.,zn1 9) 13 3., "A Further Study of the Psychoneurotic
Responses of Deaf and Hearing Children", J. Educ. Psych., XXIX, 1938,
pp. 590-596

Stott, L. H., ”The Relation of Certain Factors in Farm Family Life
to Personality DeveIOpment in Adolescents", U. of Neb. Agric.
Egg, Station Bulletin, 106, Lincoln, Neb., 1938.

Thurstone, L. L., and Thurstone, Thelma, "A Neurotic Inventory,"
J, Social Psych., L: 3—29, 1930.

Vernon, P1 B., and Allport, G. W}, "A Test for Personal Values,"
g;_Abnormal and Social Psych., 26: 231-248, 1931. '

Wile, Ira S., H.D., "Some Social and Psychological Considerations in
the Education of the Handicapped", Mental Hygiene, Jan., 19A2,
V01. 26, n0. 1’ pp. 92"].000

"A Deaf Boy on his Own", Volta Review, Oct., 1938.

 

 

~—="Hearing Difficulties Should not Cause Social maladjust-
ment", Hygeia, 13:1141, Dec., 1935.

"A Study in Personal Adjustment", Volta Reid new, Se;>t., 1935.

 

C. PAHPHLETS

Bell, H. .H., THE ADJUSTMENT IWX‘ muTlRY ASTD HAHUAL, Stanford U. Press, 193A.

Guilmartin, Hry D., A SUHHARY OF PSYCHOLOGICAL TESTS APPLIED TO THE
DEAF, Volta Bureau.

Martens, E. H., THE DEAF AND HARD OF HFAPTHC I" THE OCCUPATIOHAL
“DRLD, U.S ., Office of Education Bulletin, 1936,13: 1-95.

Pintner, R. and Brunschwig, L., AN ADJUSTMENT INVENTORY FOR U E Iv
SCHOOLS FOR THE DEAF, Reprinted from Am. Annals of the Deaf, Mar., 1937.

Rasey, H. I., THE RELATIOH OF HJHE AND SCHOOL, The Volta Bureau, 1938.

9.1" 1'11"; 3.221 A

 

Name

SOME QUESTIONS ABOUT YOUR LIKES AND DISLIKES

DIRECTIONS:
yes no 1.
yes no 2.
yes no 3.
yes no A.
yes no 5.
yes no 6.
yes no 7.
yes no 8.
yes no 9.
yes no 10.
yes no 11.
yes no 12.
yes no 13.
yes no In.
yes no 15.
yes no 16.
yes no 17.
yes no 18.

BY EVELYN C. PERRY
Put a circle around either the "yes" or "no" in front
of each question - whichever comes closer to your own
feelings.

Do you like to plan parties or write articles for the
school paper?

Do you worry about getting your work done?
Are you afraid to so to a doctor?

Do you like to speak up in class?

Do you feel sure that you can do most of the work
you are asked to do?

Do you change your mind many times?

Do you get angry when another person cheats?
Are your feelings easily hurt?

Do you sometimes hate someone in your family?

Do you feel badly many times because you do not have
nice clothes?

Do you have a eood time at parties?

Do you like to work out most of your problems by your—
self without asking for help?

Do you often feel that your parents or teachers do
not allow you to think things out for yourself?

Would you like to have your family take care of you
all your life?

Do you think most people are selfish?

Do you often think people try to cheat you because
you are deaf?

Do you find it easy to talk with hearing people most
of the time?

Is it easy to talk with deaf people who are strangers?

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

19.

' 20.

21.
22.

23.

2h.

25.

26.
27.

28.

29.
30.
31.
32.

34.
35.

360

37.

33-

’3

-‘v-

Do you worry for a long time after making a mistake
in public?

Do you get in a fight or argument almost every day?
Are you sometimes the leader in games or at parties?
Do you like to daydream?

Do you think that when you are older you will really
do some of the big things you daydream about?

Do you feel lonesome when you are in a group of hear-
ing pedole?

Do you feel lonesome many times when you are among
deaf people?

Are you restless and nervous?
Do you feel sad many times because you are deaf?

Will you be glad when you can earn your own money
and take care of yourself?

Are there many people whom you do not like?
Do you scream when you have a pain?
Do you cry often?

Do you feel that going to school is going to help
you get a good job?

Do you almost always put off doing work that is un-
pleasant?

Do you have many headaches?

When you are visiting, do you always watch the other
people to be sure you are doing the right thing?

Do you feel that you will be as good a workman at
whatever job you choose as a hearing person doing the
same job?

Do you think peOple should excuse your faults and mis-
takes because you are deaf?

Are you afraid mangrtimes that people do not understand
what you are saying?

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

ye 8

yes

yes

yes

yes

yes

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

39.

L0.

A2.

A3-

A5.

A6.

[1'70

£8.

49.
50.

51.

52.

53-

5h.

55.

56.

57.

-3-

Will you be happy when you do not have to ask your
family for everything you need?

Are you often afraid people do not understand how
you feel about things because you are deaf and can
not explain yourself easily?

Do you often feel sad?

Is it going to be hard for you to earn a living and
to have a happy family life like hearing people do?

Do you often wake up during the night?

Are you afraid to say anything whan a hearing person
does something unfair? '

Do you feel that you have to speak out to stand up
up for your rights among hearing people?

Do you think most hearing peonle are smarter than
deaf peOple?

Do people expect you to do more work than you are
able to do?

Are you afraid of loud noises?
Do you feel very sad when a teacher scolds you?

Do you like to play with children who are smaller
than yourself?

Do you like to find your way in strange places by
yourself?

Do you try to get to do what you want, even if you
have to fight for it?

Do you many times try to correct your faults so
people will like you better?

Do thoughts ofter run through your head so you can-
not sleep?

DO you often find it hard to find the right words to
make clear what you want to say?

Do you usually'wzite or talk to hearing people who
are strangers?

Do you feel that your parents tell you what to do
too much?

yes

yes

yes

yes

yes

yes

yes

yes

yes
yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

no

no

no

no

.110

no
no

no

no
no
no
no
no
no
no
no
no
n°

no

no

no
no

no

58.

59.
60.

61..

62.

63.
6L.
65.

66.
67.

68%.

69.
70.
71.

72.

7h.
75.
76.

77.

78.

79.
80.

-4.

Do you care what people think of you?
Do you feel tired most of the time?

Can you do just as good work when people are watch-
ing you?

Do you feel that most people just act as though
they like you when they really do not like you?

Do you like to be told just how you should do your
work?

Has your family always been nice to you?
Is it easy,for pe0ple to cheat you?

Do you think many people think you are different
from them?

Do you like to be with people most of the time?
Is it hard to make up your mind for yourself?
Do you like to play by yourself most of the time?
Do you fight with your brothers and sisters?
Do you think most people can be trusted?
Is youerother cheerful most of the time?
Do teachers find too much fault with you?
Did you ever run away from home?
Do you make friends easily?
Do you feel very happy at home?

When you are at home, is it easy for you to ask
your parents about anything you want to know?

Are your parents nicer to your hearing brothers
and sisters than they are to you?

Do your parents find fault with you too much?

Have you had.many nightmares or bad dreams?

Can you be just as happy as a hearing person?

-5-

1. We would like to know the names and ages of your brothers
and sisters, and yourself, from the oldest to the youngest.

HERE IS AN EXAMPLE OF HOW TO WRITE IT:

 

NAME BROTHER'QR SISTER? AQE IS HE OR SHE DEAF?

I I
I I
I I
' l.Robert brother ' 20 no '
I I
' 2.Mary sister 17 no '
I I
' 3.George myself 15 yes '
I I
' 5.Dorothy sister 10 _yes '

 

NOW LIST THE CHILDREN IN YOUR FAMILY HERE

NAME BROTHER 93 SISTER? 159; IS HE cm SHE DEAF?

 

yes no 2. Do you play with your brothers and sisters when you
are at home?

yes no 3. Do you play with any hearing children besides your
own brothers and sisters when you are at home?

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

no

10.

12.

13.
14.

150

16.

17.
18.
19.
20.

21.

~6-

Do you often go with your parents when they go visit-
ing while you are at home?

Do some of your brothers and sisters usually go visit-
ing with your parents?

Is there a playground less than 10 blocks from your home?

If there is a playground, do you play there when you
are home for the summer?

Do you help your mother or father with the work
around the house?

What kind of work do you do around the house or farm?

 

 

 

_

Does your mother work and earn money outside of
your home?

If so, what kind of work does she do to earn money?

 

. ' -wI—w- V A‘-

 

Do your hearing brothers and sisters have better
clothes and things to play with than you have?

Do your mother and father fight and argue very much?

Have you ever worked and earned some money during the
summer?

Do you like to talk with the neighbors when you are
at home?

Do your parents give you more thmgs than they give
your brothers and sisters?

13 your mother very nervous?
Does your whole family usually eat meals togeter?
Do youoften tell your mother about your Joys and troubles?

Do your parents like to have you bring your friends home?

Is your fasbr very nervous?

-7-

 

yes no 22. Do you like to read very much?
yes no 23. Do youlike to act in plays?
2h. What kind of work do you want
to do when you have finished school?
yes no 25. Are you on any athletic team in school?
If so, check the teams you have been on:
Basketball
Football
_, Baseball
Volley ball
_~‘w_ Tennis
26. What kind of recreaflhn does your whole family enjoy
(Check those your family does together.)
____movies
picnics
driving
swimming
camping
fishing

 

visiting~friends
laying games at home
others (listz)

 

 

none

27.

How much Spending money do you receive from home each
month?. (check one)

up to $1 each month
$2— 33 each month

$3- $5 each month
over $5 each month

28.

How often do you receive letters from.home? (check one)

one letter a week

 

one letter every two weeks, or once a month

one letter in one to two months

 

 

less than one letter in 3 months

never have a letter from home

w

t 1- ,1
Al :24“

.g‘fi‘le“! ’

lj-‘..;\

 

name of child

GRAPHIC RATING SCALE OF STUDENTS BY TEACHERS

(Check the description which most closely characterizes this
child, anywhere along the top of the line, and make any com,

ments which you feel are significant regarding his personality
adjustment.)

1. Where does he stand ilhis class?

 

 

2 ...s. z. A 6 __,,,§_,._, ,_ 1.0
introverted, iso- few friends, popular, some leader; popular;
lated from the usually a fol- friends; some- has many friends
group lower times a leader

COMMENTS:

2. Disoosition:

 

2 J. 6 a 10
decidedly ill- moody; irrit— has average has good self-
natured; uncivil abld self-control control; takes
disappointments
well.
COKEENTS:

3. How does he respond t6ward hearing people?

 

2 _A. 6 8 10
very shy;sus- shy, but will cautious; but friendly and
piciousgjealous talk with en- tries to be trusting; has

or afraidgnever couragement; friendly self-confidence
attempts to talk somewhat sus- among the hear-
to hearing people; picious ing and uses his

belligerent speech

-9-

A. Ehat is his attitude toward his deafness?

 

 

2 z. 6 _______s 10
feels sorry for seeks sympathy; apparently un- accepts it; imi-
himself;expects makes himself conscious of tates the hearing,
his faults to be consoicuous to handicap and tries to do
excused draw attention as well as they

to his handicap

COM: iENTS :

5. Self-confidence:

 

2 h 6___ f_ __8 4‘10
very dependent; no initiative; some initiative; initiative;
does not want must usually tries, but likes to work

to become inde- be told what to sometimes must things out for

pendent do and how to ask for help himself.
do it.
COMHENTS:

6. How does he control his emotions?

2 A -...
too—easily'moved tends to ba '
to anger or fits over-emotional'

 

 

 

of depression ‘6 8_fi_ ___ 10
' usually well— very good bal-
2 A ' balanced ance of respon-
unreSponsive; tends to be un- siveness and
apathetic;lacks res onsive control
enthusiasm
CO} EN TS:

7. Intelligibility of Speech:

2 - h , * 6 8 10

m“ fi_ ‘—

very poor poor fair good
8. Method of communication: oral: manual only

9. Rating as a student: superior; very good; good;
fair; poor very poor

CRITICAL ANALYSIS OF THE INVENTORY

The writer feels that the assistance given by the teachers to
the children in explaining the items was invaluable, and that the lan-
guage was probably still too difficult for the children to have mas-
tered without assistance. A great deal of work can still be done
in improving the choice of words and the phrasing of ouestions to
afford the maximum of clarity of meaning without eliciting an ob—
viously desirable resoonse from the person being tested.

The inventory as constructed for this study tended to be more
diagnostic for girls than for boys, and to be more discriminative
at the lower end of the scale than at the upper end. That is, the
absence of certain factors tended to have a greater effect in showing
poor adjustment than did the presence of any one factor indicate
good adjustment. The writer feels that perhaps if the presence of
a combination of desirable conditions in the environment had been
considered together, that the children reSponding favorably to most
of these items would be found to have made good adjustments.

The problem of testing an inventory for validity and reliability
is an uncertain one. Teachers' ratings are, of course, too sub-
jective to be very reliable. If this test had beengtven on an indi-
vidual basis, instead of in groups, where it was necessary for the

teacher to divide her time among them all in giving explanations,

and where signs mihht have been used more freely to interpret the

vocabulary. more accurate reSponses might well have been possible.

Some of the teachers of oral classes told the experimenter later
that it was impossible to convey some of the ideas verbally, and it
would have been much easier if they could have used signs.

The accuracy of the test might have been increased if the cues-
tions had allowed for weighted resnonses rather than reouiring a

decisive yes or no answer.

.s. o\
W (f ROOM. 1.2st 0qu

 

 

 

 

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