AN EXPERIMENTAL STUDY IN EVALUATING THE ADJUSTMENT OF A GROUP OF DISTURBED DELINQUENTS EXPOSED TO GUIDED GROUP COUNSELING WITHIN A TRAINING SCHOOL SETTING Thesis for the Degree of M. S. MICHIGAN STATE UNIVERSITY George Refer Caronis I963 OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: Place In book return to remove charge from circulation records $1 AN EXPERIMENTAL STUDY IN EVALUATING THE ADJUSTMENT OF A GROUP OF DISTURBED DELINQUENTS EXPOSED TO GUIDED GROUP COUNSELING WITHIN A TRAINING SCHOOL SETTING by George Peter Caronis AN ABSTRACT Submitted to the College of Social Science Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE School of Police Administration and Public Safety 1963 Dr. Janos J. Brenn; Chairman I ’ Dr. :- . ‘c- Iemfier A 4*‘1‘ Uak. ! . “a p- '. rner, mefiber 2 George Peter Caronis ABSTRACT The field of criminology in its various phases has been studied extensively by many individuals. Contemporary criminologists continue to search for the causes of crime, the various types of criminals, and new methods of combating and preventing crime. Today a major emphasis has been placed on the rehabilitation of the delinquent, and later, the criminal. Probation and Parole are of primary importance to the offender's rehabilitation outside prison walls or the reform.school. A greater emphasis has also been placed on the treatment of the inmate who has been incarcerated. The rehabilitation of the adult or juvenile offender is focused on the reconstruction of habits and attitudes which constitute the person's approach to life. Rehabilita- tive advances have been made in the field of corrections because of the progress made in sociology, social casework, education, psychology, and psychiatry. This investigation was concerned with Juvenile offenders who were placed in a correctional institution and their responses to the use of Guided Group Counseling as a method of rehabilitation. The hypothesis was that a selected group of delin- quent boys exposed to Guided Group Counseling would make a more satisfactory adjustment within the training school 3 George Peter Caronis ABSTRACT setting than a delinquent peer group not exposed to this Group Counseling. An important phase of this study consisted in select- ing two groups of ten boys each which made up the control and guided groups. To balance the types of delinquents chosen for comparison, background information included age, intelligence quotient, clinical classification, types of offense, and economic status. Neither group of boys had been exposed previously to a state institutional environment. Arrangements for facilities used in the study were made with the administrator of the Boys Training School. The case history of each boy was studied by the investigator who, as leader of the guided group, proceeded to conduct the experiment. Before beginning both groups received achieve- ment and personality tests. They were retested with the same battery after the four-month study period. The discussion group met twice weekly in the study room.of the clinical psychologist where, although the atmos- phere was informal and sessions were conducted in a relaxed manner, order and discipline were maintained at all times. Direction of the group's discussions was necessary L; George Peter Caronis ABSTRACT during the initial meetings, but after a few sessions the boys were able to exert more control over their group atti- tudes, and topics for discussion were generated from.within the group itself. The topics introduced by the discussion leader were related primarily to the problems that may have initiated the group's delinquent behavior. Some insight was gained by the group, and the boys began to relate more freely to one another as individuals who shared mutual prob- lems. The investigator was first concerned with the effec- tiveness of Guided Group Counseling as a method of rehabil- itation, and second, with the reaction of each individual to this particular method. The selected sample for study was too limited for any statistical verification, making the results inconclusive. Clinical tests used indicated no definite improvement of the guided group as compared to the control group. A number of observations were noted by the investiga- tor which included a verbatim.reporting of the group inter- action. The study was concluded with the investigator indi- cating, subjectively, the progress of the individual boys exposed to Guided Group Counseling. AN EXPERIMENTAL STUDY IN EVALUATING THE ADJUSTMENT OF A GROUP OF DISTURBED DELINQUENTS EXPOSED TO GUIDED GROUP COUNSELING WITHIN A TRAINING SCHOOL SETTING by George Peter Caronis A THESIS Submitted to the College of Social Science Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE School of Police Administration and Public Safety 1963 ACKNOWLEDGMENTS The writer wishes to extend his appreciation to the professors of the School of Police Administration and Public Safety, Michigan State University, for their assistance in making this study a reality. I would like also to thank the Superintendent of Boys Training School, Lansing, Michigan, for his wholehearted support during the writing of this study. My gratitude also gees to his many staff members who contributed their time and co-operation to the objectives of the study. Last and not least, I wish to thank the many boys who reciprocally contributed to the writer's growth, both academ- ically and in human spirit. TABLE OF CONTENTS CHAPTER I. THE PROBLEM AND DEFINITIONS OF TERMS USED..... The Problem................................. Statement of the Problem.................. Importance of the Study................... Definitions of Terms Used................... Adjustment................................ Rehabilitation............................ Juvenile Delinquent....................... Boys Training School...................... Guided Group and Control Group............ Group Therapy............................. Guided Group Counseling................... Organization of the Remainder of the Thesis. II. REVIEW OF THE LITERATURE...................... The Analytical.............................. The Repressive-Inspirational................ Group Therapy with the Juvenile............. Dilemma-Apathy and Specialization......... Group Therapy with Institutionalized Delin- quentSCOOOOOOOO00.0.00...OOOOOOOOOOOOOOOOO PAGE Os ox U1 \n -F' $r to I» u: C: to re He! re ta +1 +4 e! a: n) <3 n) ;r CHAPTER III. STUDY OF GROUP COUNSELING IN THE BOYS TRAINING SCHOOLOOOOOOOOOOOOOOOOOOOOOOOOOO0.0 Description of the Boys Training School..... Clinical Classification at Boys Training 30h001000...OOOOOOOOOOOOOOOOOCOCOOOO00.... la Environmental Delinquent............... 1b Environmental Delinquent............... 2a Disturbed Delinquent................... 2b Disturbed Delinquent................... 3a Character Disorder..................... 3b Character Disorder..................... 1.. Mental Defective....................... Criteria for Selection...................... Group Structure, Methods and Procedures... 'IV. REPORT OF THE STUDY........................... Criteria for Measuring Adjustment........... Report of the Directing Psychologist........ Summary..................................... Conclusions................................. BIBLIOGRAPHY.......................................... APPENDIX A. Case Histories of Boys in the Guided Group APPENDIX B. Verbatim Report of the Study.............. APPENDIX C. Tests Used for Evaluation of Adjustment... iii PAGE 56 56 59 59 S9 59 60 6o 60 61 61 62 65 66 71 7A 76 81 89 12k 305 CHAPTER I THE PROBLEM AND DEFINITIONS OF TERMS USED The corrective treatment of adjudicated juvenile delinquents committed to state training schools for rehabil- itation is one of our most challenging domestic problems. For many years the reform school has been a place to control, discipline, and punish potential criminals in the hope that they'would be deterred from a life of continued crime. The number of recidivists and the increased number of adult prisoners has indicated that this procedure is inadequate. In recent years it has become more apparent that society must not only be concerned with control of such individuals, but also with their possible rehabilitation during confine- ‘ment. I. THE PROBLEM Statement 23 the problem. The initial purpose of this study was to determine if a method of Guided Group Counseling would produce any results as a means of rehabil- itation for those confined to a juvenile correctional institution. It was also an aim of this study to determine if exposure to Guided Group Counseling would produce any effect on the individual's personality adjustment. Importance gf‘thg study. Society has begun to look to the future and to the return of training school youths to their respective communities; consequently, various methods, treatments, and programs have been experimented with in correc- tional institutions by social scientists in the fields of sociology, psychology, social casework, education, and psy- chiatry. Much time has been spent in dealing with the devel- opment of individual treatment; however, because of the excessive number of inmates, individual treatment has become impossible, and alternative methods must be developed for the rehabilitation of delinquents. In view of the inadequate facilities offered by individual therapy and an ever-increas- ing need to re-educate the lawbreaker, this experiment was conducted using the methods of Guided Group Counseling. Once inside a state training school, the delinquent ‘may find himself searching for understanding, acceptance, and sincere interest in his adjustment problems. This investiga- tor hypothesized that the delinquent would make a better adjustment if given the opportunity to express, reject, accept, ‘understand, and relate in a setting offering him these experiences. II. DEFINITIONS OF TERMS USED Adjustment. "Adjustment" literally is making necessary or desirable changes. Therefore, adjustment in this study refers to the delinquent's re-education to accepting the pro- per social mores. Rehabilitation. webster defines rehabilitation as the process of ”restoring to good condition." Therefore, rehabili- tation, in this study, refers to the re-education of the guided group to accepting the proper social mores. Juvenile Delinquent. Any child under seventeen years of age found within the state of Michigan who has violated any'municipal ordinances or law of the state or of the United States; or who has violated the juvenile code of the probate courts of the State of Michigan.1 Boys Training School. This is defined by the writer as a state school for the custody, care, training, and re-education of adjudicated delinquent boys who have been 1State of Michigan, The Probate Code, Juveniles and Juvenile Division, Chapter TIE'I, {CompIIEE Laws 0? I9h3I, p. l. isolated from the community because of chronic legal and social violations. Guided'gggup‘ggd Control £2232. "Guided Group" is defined as those selected individuals who, led by a group discussion leader, participated in the program.of group counseling. "Control Group" refers to those selected indi- viduals who were not exposed to the program of Guided Group Counseling. £3222 Therapy. In this study group therapy needed definition because the entire study was directly concerned with a specific group therapy technique. Giles Thoma32 states that regardless of philosophy or technique, all types of group therapy fall into two categories. These are: (1) the repressive-inspirational and (2) the analytical. In the former type the patient is urged to control himself and to suppress his frustrations with the suggestion that he find a satisfying outlet in his work, community activity, or religion. The latter type calls for release or catharsis, so that the individual may free himself to follow his own social objectives. This study made no attempt to use the analytical method of group therapy. 2611ss W. Thomas, "Group Therapy;” Psychosomatic Medicine. Vol. v, (19113), pp. 166-180. S Guidedquppp Counseling. "Guided Group Counseling" in this study will refer to the use of guided free discussion directed toward persuading the delinquent to accept restric- tions in society and to find satisfaction in conformity to 3 social norms. Organization‘pf the remainder pf the thesis. Since all of its various methods have a common denomi- nator, it is an intention of this study to clarify as simply as possible the basic purposes of group therapy. The common denominator is its concern with the anti-social, maladjusted, or abnormal behavior of human beings for whom there is the possibility of rehabilitation in a group situation. Chapter II will concern itself with some of the research, theories, and methods developed with various group techniques and their practical use. Following the review of the literature, a chapter on the study of group counseling within the training school is presented. The concluding chapter contains a report of the study, a summary, some conclusions, and questions to be answered. 3Lloyd W. McCorkle, "Guided Group Interaction in a Correctional Setting," International Journal 2; Group Ps - chotherapy, Vol. L]. (1951;), pp. 199-20 . CHAPTER II REVIEW OF THE LITERATURE Many kinds of group action have taken place since the world began. Group action is the basis of our family struc- ture, our government, our work, and our social lives. There is an obvious need among men to grow and benefit from acting and co-operating in group situations; thus, group therapy for the illnesses of men, both individual and social, has evolved with this need as its basis. Hence, a review was made of various methods of group action used in the fields of social science for the purpose of treatment, therapy, and rehabilitation. For clarification, this review has been divided into two major categories of group therapy (defined previously as the analytical and the repressive-inspirational). The constant overlapping, noted in the various schools of thought, made such a division necessary. I. ANALYTICAL Analytical Group Therapy is more commonly referred to as Group Psychotherapy. Group psychotherapy is a fairly recent innovation in the family of treatment procedures. It has been said that group therapy has a long past but a short history, for the elements of any effective therapy have been in wide usage as far back as the memory of man can serve him. While the historical origins of therapeutic interaction reside in rite, drama, and folklore, the term ”group psychotherapy" has been coined as recently as 1931 to designate the current prac- tice of group treatment.1 In 1906 J. E. Pratt employed mass instruction for the treatment of tubercular patients. Because of these efforts, Pratt may be said to be the founder of group psychotherapy in the sense that he consciously and deliberately tried to direct group influence toward specific ends. Most early attempts to practice group therapy were concerned mainly with the treatment of psychosomatic difficulties.2 The following definition is given to qualify what psychotherapy aims to do as a form of treatment: 1J. W. Klapman, Grou Psychotherapy, (New Ybrk: Grune and Stratton, Inc., 19hJI p. 1. 2Leon Gorlow, E. L. Hoch, and E. P. Telschow, The Nature 23 Non-Directive Group Psychothera , (New York: Teachers College, Columbia University, 19 2) pp. 6-7. Psychotherapy is a form of treatment for problems of an emotional nature in which a trained person deliberately estab- lishes a professional relationship with a patient with the object of removing, modi- fying or retarding existing symptoms, of mediating disturbed patterns of behavior, and of promoting positige personality growth and development. The same definition may be applied to the principles of group psychotherapy with the added formula offered by R. T. Corsini. "Group psychotherapy is calculated to attain rapid amelioration in personality and behavior of individual members through specified and controlled group interaction."u S Sigmund Freud formulated the theory that group and individual psychology were based on the same laws. In weigh- ing Freud's contribution to group psychotherapy, S. R. Slavson6 observed the Freudian teachings that have been most valuable and without which analytic group psychotherapy could not have taken its present shape: the principles of depth psychology-- 3L R wolber I . . g, The Techni us of Ps chotherapy, (New York: Grune and Stratton, 19§EI, p. 37 1‘"R. T. Corsini, Methods pf Group Ps chotherapy, (New York: McGraw-Hill Book Company, Inc., 19 7), p. 9. 5Sigmund Freud, Group Psychology and Anal sis pf the Ego, (London: Internet onal Psychoana ytic see, 922). 68. R. Slavson, "Freud's Contribution to Group Psycho- therapy," International Journal'gf Group Psychotherapy, No. 6 (1956). p. 359. namely transference, catharsis, and insight. However, J. L. Moreno disagreed with the methods used by Freud. He stated, l'Psychoanalysis has ceased to be the final word in everything psychological and social-psychiatric. The evolution of science has gradually caught up with it."7 Consequently, Moreno developed new techniques and instruments for using the group as a therapeutic tool; it was his early contention that the therapeutic agent was a two-way process, not only between the therapist and the group, but also between members within the group. Moreno's chosen instrument for psychotherapy is psychodrama, a technique which offers the subject or subjects spontaneous release by reliving old conflicts and trying out new patterns, thus building a sense of security. 3. R. Slavson multiplied the skills of analytical group therapy, adding to the growing use of the group as a beneficial form of treatment. Slavson, it should also be noted, was a pioneer in the use of group therapy for treatment of emotionally disturbed children. In this study it was necessary to study the contribu- tions the above men of research made in order to see more A 7Jacob L. Moreno, “The Ascendancy of Group Psychotherapy and the Declining Influence of Psychoanalysis," Group Psycho- theraez, V010 v (1950), Pp. 121-1250 10 clearly the evolution which the group, as a therapeutic tool, has undergone. These men developed principles and techniques primarily for the use of psychiatrists or others professionally qualified to treat the extremes of human maladjustment. How— ever, as a result of their research, other schools of social science have been able to develop related methods of rehabili- tation. These related methods try to re-educate or reconstruct personalities by employing the group to help meet individual needs and the greater demands of our growing society. II. REPRESSIVE-INSPIRATIONAL During Werld War II, when the Armed Forces had only a few trained personnel to meet the serious problems of malad- justed soldiers, forms of mass treatment had to be adopted. This was especially true in processing certain men for combat duty. Due to the overwhelming problems faced by the Army with maladjusted soldiers, it was necessary to meet this demand with the most expedient, yet effective, means possible. Group therapy was applied to those who found it diffi- cult to conform to discipline. The results were good. Group therapy answered the desired means to an end. This resulted in experiments being initiated in the post stockades for 11 soldiers who needed corrective treatment. After the war it was natural that some of the techniques experimented with were accepted by penal institutions. The impetus of this movement was slow.8 Since the time of Werld War II population explosions have increased many individual and social problems, and along with the country's growth, an increase can be seen in the complexity of our social ills. To meet the demands for this increase, a variety of programs, by necessity similar to that of the Army's, have grown outside of the highly analytical dynamics of Freud, Moreno, and Slavson. Today there are numer- ous methods being used ranging from mental health recovery groups to group counseling for the physically handicapped; from guidance programs to the successful group program of Alco- holics Anonymous. According to Giles Thomas, all of these are basically group therapy of the repressive-inspirational type as opposed to analytical therapy or orthodox Freudian analysis. Jerome D. Frank summarized this development: Recent years have witnessed a tremendous growth in the use of group methods to help people meet their emotional problems. This type of therapy was first used with tubercular, cardiac,. and ulcer patients; later with neurotic 8Joseph Abrahams and Lloyd McCorkle, "Group Psycho- therapy of Militar Offenders," American Journal pf Sociology, Vbl. LI (March, l9fi5), pp. ASS-OR. 12 patients, and recently with more seriously mentally ill, both in and out of hospitals. Group methods have come to be applied to a wider range of people in trouble: those suffering from ailments related to emotional tensions such as asthma, those demoralized by chronic illnesses, and even those whose diffi- culties lie in the shadowy land between crime inality and illness, such as alcoholics, chil- dren with behavior problems, pregnant unmarried girls, and youthful offenders. This approach has also proved helpful to troubled parents, persons with marital difficulties, and individ- uals struggling to master acute crimes of vari- ous kinds. Even business and industry are using group methods to improve productivity and morale of their personnel. III. GROUP THERAPY WITH THE JUVENILE Thus far this study has tried briefly to summarize the history of group therapy in some of its various phases and to distinguish clearly the basic philosophies of each. It has been evident that there is overlapping thought in the techniques offered by past and contemporary research on the subject. Walter C. Reckless10 explains that psychotherapy is the task of the psychiatrist, the psychoanalyst, and in some instances the clinical psychologist or psychiatric social worker. However, regardless of the type of technique 9Jerome D. Frank, "Group Methods in Therapy, Public Affairs Pamphlet fig. 284, (June, 1959), p. 3. ' 10Walter C. Reckless, The Crime Problem. (New York: Appleton-Century-Crofts, Inc., 1935}, pp. 535-h53. 13 used, group treatment may be conceived both as a social re- education and as a special form of psychotherapy. Reckless further states that social re-education at the peripheral level is the task of ordinary skillful personnel--counselors, teachers, ministers, probation and parole workers, institu- tional caseworkers, vocational supervisors, and ordinary physicians. The application of group therapy and the recommenda- tion that it be integrated in juvenile institutions is not new. August Aichhorn in his book Waypard‘zppph states that institutions for delinquents should include group therapy in their rehabilitation program.11 In this book, published in 1925, Aichhorn saw the future role of group therapy in the treatment of wayward youth and although a pupil of Freud, Aichhorn did not deem it necessary that everyone be trained as a psychoanalyst to treat the delinquent child. He did feel that training in psychology and related areas would induce a more select type of individual to work with delinquents. However, the introduction of group therapy into training schools for delinquents is comparatively recent.12 llAugust Aichhorn, Wanard_____ Youth, (Vienna, 1925 and Toronto, 1935)- 12NegleyK. Teeters and J. D. Reineman, The Challen e pf Delinquency (New Ybrk: Prentice Hall, Inc., 190 p. 35. 1h A recent survey acknowledging the status of group therapy in the training school was done by Lloyd W. McCorkle.13 In his survey it was found that the most frequent type of group therapy done falls under the lecture-discussion tech- nique; that the majority of personnel conducting the sessions are classified as counselors, case workers, or teachers. In New Jersey the leaders of a group therapy experiment are sociologists. In the Ybuth Authority Camps of California the leaders are known as counselors, and most of them.have social work background.1u The most recent experimental treatment project for youthful offenders (using a group therapy labeled "Guided Group Interaction") has been the Highfields Project, Eetmupflby a team of sociologists including L. W. McCorkle, Albert EIias, and F. L. Bixby. Highfields is unique among projects in the treatment of juvenile delinquency. The story of Highfields h... been pub11ebea in a book by L. w. McCorkle.15 The technique of "guided group interaction" is best described by Ernest W. Burgess who states: 13Lloyd W. McCorkle, ”Survey of Correctional Institutions Using Group Therapy,” The International Journal of Group Ps - cotherapy, V01 . VI(19B'§T,"pp' T79 "1'8"“? . 11I’Robert M. Lindner, "Therapy," Enc clo edia of Crimino- logy (Philosophical Library: 19119, pp—E. 9:611- 927".' ' ' ' " 15Lloyd W. McCorkle, The Highfields Story, (New Ybrk: Henry Holt and Company, 19 15 G. G. I. has the merit of combining the psychological and sociological approaches to the control of human behavior. Psycholo- gically, the approach aims to change the ”1 -mwi- 11 to a hen-delinquent. But the process involves . changing the mood of the boy from impulses to lawbrééking to impulses to be law abiding. The sociological approach is used to reverse the process by which the group conducts a boy into delinquency and compels him to continue it. In G. G. I. the influence of the group ...... trolled by delinquent associatiOns and to give him the degire and inner strength to be autonOmous.. The main objective of Highfields was to give delinquent boys an opportunity for selerehabilitation through their participation in sessions of G. G. I. and by changing their environmental influences. The realization of this objective revolved around the powerful influences of the group and its concentration on rehabilitation. The High- fields project, however, is not a state correctional insti- tution, but a private residential treatment center for delinquent boys.\ The results Highfields produced with its youthfuloffenders are notably measured by a lower recidi- vism rate as compared to the delinquent control group sent "\ to a state institution.17_ It may be noted that regardless W- gm...” _, 16Ibid. p. v. 17Ashley H. Weeks, Ybuthful Offenders at Hi ields, (Ann Arbor: The Universit ty of MIchIgan Press, 19§§I, p. 118. 16 of the environmental contrast between the residential treat- ment center and the institution, a common element between the two may develop in the nature of a corrective treatment philos- ophy. A part of the research design at the Highfields Project, which could be usefully integrated into the institutional set- ting, is the use of a new media of counseling--guided group interaction. Two of the engineers of the Highfields Project, L. W. McCorkle and F. Lovell Bixby, who have applied the principles of group therapy in the correctional institution, believed group therapy purposes were more beneficial when professional 09W HM 'vw et‘V‘ group practitioners are introduced as part of the institutional staff,;8 They suggest group therapy attempts have awbetter chance of succeeding when its use was identified with the total N1... A. 1...... he...” --... 1 .1.” .1. I . e . institutional environment and program.“ M n-m “W “ow-a u (“,d This would indicate their expectations for the use of group therapy as a means of rehabilitation regardless of the -r">Myr" environment. Progressive states such as California, with its Youth Authority Programs, have already put into practice the idea that rehabilitation can be achieved through planned interplay among inmates using group psychotherapy and group 18Lovell Bixby and Lloyd W. McCorkle, "Applying the Principles of Group Therapy in Correctional Institutions,” (Federal Probation: Vol IV March, 1950). pp. 36-h0. 17 counseling. This reflects the California YOuth Authority philosophy which is fundamental to its eleven institutions 19 for juvenile offenders. A necessary element in any juvenile institution has always been recreation and academic education for the inmates. ”Social Group work" by tradition has been identified with these areas. Gisela Konopka, a most ardent investigator in this phase of corrections helped pave the way for applying group therapy as a fundamental part in the treatment of juve- nile delinquency in her book Epppplflppk‘;p‘ppg Institution.2O Konopka is a distinct exponent of the team.approach. She sees not only forms of social group work as essential to the juve- nile correctional institution, but the reinforcement of group therapy practices in the institutional setting as well. Generally, the value of group therapy may be seen in a panoramic view of development: its earliest use with tuber- cular patients; its psychiatric use in psychodrama; its non- professional use by Alcoholics Anonymous; its expedient use by the Army; and its overall use at Highfields. 19The Proceedin s pf the National Association pf Train- in SchooIs an Juvenile Agencies, Vol. LV, Bgth Annual Meet- Ing (May, 19357, San Francisco, California, p. 67. 20Gisela Konopka, Group Work pp the Institution, (White- side, Inc., William Morrow and Company: New Yerk, l95h). 18 Regardless of the many definitions, techniques, and opinions of group therapy, its many forms have value in their use for the improvement of society. The different approaches of the psychoanalytical, the repressive-inspirational, and the related field of social group work alI fulfi 1 g REES, Mimsflé; rune-(4. for the disturbed personality cannot always seek or find help magi;"..;""i.‘a;;."ae.1".;1.e..;n.h1p.‘ " A” " " " *' * The changing functions assigned group therapy over the years were succinctly summarized by S. H. Foulkes who saw the successive views of group therapy as follows: "...(a) the narrowest view -- group therapy as a timesaver; (b) a less narrow view -- group therapy as a substitute for individual therapy; (c) a broader view -- group therapy as a substitute for individual therapy, investigation, information, and edu- cation; (d) the broadest view -- group therapy as an expres- sion of a new attitude toward study and improvement of human interrelationships in our time.”21 Dilemma-Apathy and Specialization Crime and punishment have always been present as integral parts of the history of mankind; consequently, 218. H. Foulkes, I'On Group Analysis," International Journal 2; Psychoanalysis. Vol. XXVII (l9h677pp.“h6- l. 19 correctional institutions have also been a necessary part of this same history. Generally, the prescribed punishment is to isolate the criminal from.society. When this punishment is terminated, he is then returned to the community to begin again. The latter is true of the juvenile delinquent who has been confined to a state training school. He, too, must return to the community. How is he to begin again? What has been done during confinement to help rehabilitate him? The overwhelming need for continuous research to answer these questions is apparent. Comparatively few studies searching for effective methods of accomplishing the desired ends have been initiated in the juvenile institutional set- ting. A general apathy has been evident in the development of active research programs using group therapy techniques for corrective rehabilitation during compulsory confinement. Although many institutions have added professionally trained "we" "we personnel, the apathy is still obvious. F. Lovell Bixby sums this up most clearly: \ \ The recent history of penology is characterized by the appearance of psychiatrists, psychologists, social workers, and other specialists from the fields dealing with the under- standing and control of human conduct. Too often, however, we find that these _ specialists have been superimposed ; upon the existing prison organization I ~— .._. ' ..__ .‘q‘fl-‘w- “’— 20 without actually being assimilated in K it. It is not uncommon to find the } professional staff sitting lightly \ upon the institutional organization ‘ like the foam upon a glass of beer, adding considerably to its appearance but quickly blown aside whengver there is serious work to be done.2 .‘ I" Advances have been made by the social sciences in many areas of group treatment. However, no particular frame of reference has dominated. During this growth conflicts of interests have sometimes caused a slow-down of progress. The overlapping philosophies of each school have caused detraction from the problems to be met and only added to professional confusion. Research in the use of group therapy has fallen into a similar plight. Frequently, its purpose has become obscure by too much concern for specialization. A caution against this hazard was recommended by Gordon W. Allport: We quarrel...over the hairlike boundaries between casework and psychotherapy, while the most of the world has never heard of either...Specialism is a peculiar hazard in any profession devoted to helping people in distress...distress defies job analysis.23 Generally, resource material reporting on the subject of 22F. Lovell Bixby and Lloyd W. McCorkle, "Applying the Principles of Group Therapy in Correctional Institutions," Federal Probation, V01. IV (March, 1950), p. 37. 23Gordon W. Allport, Limits of Social Service, (Columbia University Bicentennial CeleBratIon: June, 1935}, pp. 202-20h. 21 group therapy in the juvenile training institution has been limited because of these two factors-~apathy and specializa- tion. From.the very beginning the State Training School has a most difficult problem of its own. When a juvenile offender arrives at the institution, his frame of mind is not an auspi- cious one for the start of his re-education. Many boys are repeated offenders with chronic, well-entrenched delinquent patterns. They have been rejected by their parents and comp munity. Usually, they havefailed to respond to treatment offered by child guidance clinics, foster homes, or private institutions.2u Therefore, the state institution must develop group therapy methods to suit the particular needs of juvenile offenders. It may be noted that a number of research designs using group therapy with the juvenile have been conducted in volun- tary residential treatment centers, private social agencies, and private institutions. Obviously, there has been little research done on group therapy in the state training school setting. This may not be so unusual in itself considering the relatively short life which group therapy has had in all the 2Ll-Gordon Pleune, "Effects of State Training School Programs on Juvenile Delinquents," Federal Probation, Vol. XXI (March. 1957). pp. zip-3h. 22 fields of behavioral sciences. It may be noted, for example, that Alcoholics Anonymous, which recently celebrated its twenty-fifth anniversary, has not been effectively evaluated for its success, even though its participating members number approximately 300,000. Dr. Nelson Bradly, a research psychiatrist in the study of alcoholism, states, "Little, if any, actual reasons for the success or failure of such group therapy as AA is understood."25 In relation to other chronic behavioral problems there is little understanding of the effectiveness this tool has or will have with the criminal or delinquent. It may be said of group therapy, in all areas, that it is still in its infancy. A study of resource material indicates that group therapy techniques have not been determined conclusive in their effect on delinquent boys. Nevertheless, researchers continue to probe with what type delinquent boy are group therapy techniques effective and why? Another area of concern is Where group therapy programs should be placed in the juvenile institutional setting. Should they be placed in the classroom, the cottage, the recreation 25Nelson Bradly, Instructor, Midwest Institute on Alcohol Studies, Western Michigan University, June, 1961. 23 hall, or the medical department? The Highfields Project recommends a total integration of the group therapy approach in all phases of life at the treatment center; but, can this be accomplished by the state training school? A definite need is apparent for the answers to such questions as why, where, how, and with whom.group programs can best be inte- grated in the institutional setting. Only extensive research - in the future will be able to supply answers to such questions. The juvenile correctional institution has an obvious need for group therapy as a means of re-education. Delinquents need legal, social and moral guidance. This may be seen by the large gap existing between the extreme cases where individual psychotherapy is necessary and the social group work that involves all the inmates as a part of the general institutional program. It must be stated in all fairness to the institutions and the social sciences involved in research for the treatment of the delinquent that the existing apathy is not necessarily 4 ‘w .14 caused by a lack of interest but rather by the lack of essen- HP‘ 'W 11:. \Nr 'Iu-(q- emu W ~W’4,’ tial material needs.“ funds, facilities, and personnel. The “'54:“— apathy of interest may be a direct result of the lack of these essentials. Tax dollars used for correctional programs are} closely allied to the presiding public opinion in which law- /. / 21+ abiding citizens have a stake in the quality and quantity of rehabilitative efforts; consequently, private interests have remoted most experimental corrective treatment projects. Conflicts are found among the professional fields dealing with human behavior who all wish to answer some of the questions according to their own schools of thought. Specialization causes conflicts of interest, and some pit- falls have been found in determining who is qualified to direct group programs. Whose specialized group techniques are most effective? Whose specialty will have all the qualities necessary to reach all the inmates as a total whole and not just selected individuals? IV. GROUP THERAPY WITH INSTITUTIONALIZED DELINQUENTS The use of group approaches to treat, guide, counsel, re-educate and retrain antisocial, problem, and delinquent youth has received its major research impetus since World War II. The first part of this review has dealt with historical, transitional and contemporary group therapy developments. Since 1950, and notably since 1955, a variety of studies have been recorded utilizing group therapy approaches. The application of group therapy approaches to aid in 25"" the rehabilitation of antisocial and delinquent youth has until recently been a matter of expediency in many corrective settings. or particular significance was that, out of this necessity to administer to more children and youth in trouble, there has resulted greater efforts in applied research designs that attempt to measure andevaluate the effectiveness of var- ious group therapy approaches. ‘ It became apparent that during the course of reviewing , pertinent resource material, there existed no clear-cut expla- fhation of how and why specific group approaches were success- fgful or unsuccessful with antisocial, problem, and delinquent Kr f" If? s" \ f !._ ‘V D. i. G {Jgputh. There existed no standardized criteria to measure the effectiveness of such group therapy attempts. Also apparent throughout this review was the lack of uniformity noted among group practitioners in establishing and defining more clearly the methodology of their group approach. For example, some ‘group practitioners failed to discern between eligible and ineligible group participants. A thorough screening of case history material, for the purpose of discerning the most applicable or non-applicable individuals, was not noted among some studies. Others failed to explain or clarify the means used to accomplish their goals with the group approach. Most group therapy approaches attempted with antisocial, problem, and delinquent youth have been isolated efforts. Within these 26 isolated efforts, some practitioners have been concerned with identifying the group dynamics involved, and the effects of a therapy group on its participants, while others have been evaluating the hazards of group therapy approaches, its prin- ciples, theories, and trends. Still others have discussed cases, reproduced recorded group sessions, and have identified group therapy techniques within a particular frame of refer- ence. Unfortunately, mostof these diversified efforts have not been coordinated to focus upon the development of a pre- AW u—_\._. .‘ ventive or corrective-treatment philosophy, a framework that specifically deals with the rehabilitation of institutionalized delinquent youth as the main target. The most complete, comprehensive and stimulating work using a group counseling approach has been associated with Herman Fenton's Introduction.to Q2232 Counseling Manual.26 Fenton's central concern was with a total rehabilitation milieu in which group counseling was an integral part. Group counseling, according to Fenton, "creates the opportunity for growth experience, one where insight about self depends on an emotional appeal, experience or feeling.27 26Norman Fenton, An Introduction to Groufim mselin , The American Correctional Issociation, New Yor , I§§7. 27Ib1d. p. 9. 27 Using such an approach, the group leader oriented and guided the group in a way that facilitated constructive inter- action of personal relationships. Fenton has been identified with the repressive inspirational method. The application of group counseling, however, to Fenton was secondary to the atmosphere in which it took place. He believed the environ- ment had to be one which totally involved the individual in all phases of institutional living; otherwise, rehabilitation could not take place when group counseling was isolated from daily living into just clinical group therapy sessions unre- lated to the whole institutional environment. He raised a number of theoretical questions of sociolog- ical and psychological implication; one fundamental question particularly being: Can group counseling be conducted in an authoritarian setting? This question has been discussed by other group practitioners who felt authority-centered settings were a hindrance. Fenton believed the institutional setting did not limit the usefulness of the group counseling approach. However, Fenton emphasized an eclectic point of view. He believed group therapy approaches, and particularly the tech- nique of group counseling need not be completely authority- directed or completely non-directed. He emphasized the acceptance of both roles in which authority and permissiveness might co-exist within the institutional setting because each 28 is a compliment to the other. Under such an arrangement group counseling became more democratic. Fenton believed the democratic approach was more flexible, since it demanded more group participation and allowed for better group control depending entirely upon what the particular group situation required. He believed the operational dividing lines between group counseling and group psychotherapy were not as distant as some group practitioners made it seem. He disagreed with the impersonal, logical approach of the psychiatric frame of reference. He found that moralizing, directing, persuading, and emotional appeal were basic to the group dynamics involved in the rehabilitation of the delinquent. Fenton's approach to group counseling seemed practical, flexible, and suitable for institutionalized boy delinquents. He recommended the group counseling approach as more beneficial with the less neurotic delinquent, and thus centered on re-education as an essential tool in re-socializing institutionalized delinquent youth. His corrective-treatment philosophy has been incorporated within the Department of Corrections, State of California. 29 Franklin28 and Penny29 have done group therapy studies usinghthe repressive-inspirational approach. They did not describe what group dynamics were involved in their studies. There was agreement, however, that this approach was more effective with the less seriously emotionally disturbed delinquent boy comprising the majority of reported youth offenders. Separately, these group practitioners felt that group therapy offered the opportunity for the delinquent to change his delinquent identification into a non-delinquent HEW“- one o The development of significant or challenging and ' ‘v—‘V heal-“M motivating subject matter, on which the discussions of the group sessions were based, was of primary importance to these practitioners. They favored the persuasive, moralistic group approach one that offered the delinquent a more realistic appraisal of what society expected of him.upon his return to the community.. They felt delinquents needed continued moti- vation to accept their individual legal, social and moral responsibility. The findings of the above mentioned studies were not based upon any conclusive evidence. 28Girard H. Franklin, "Group Psychotherapy with Delin- quent Boys in a Training School Setting, "International Jour- nal of Group Ps chothera , Vol. 9 April, l9§9, pp. 213- -218_ 29Lawrence D. Penny, Group Psychotherapy with Boys (gfipeka, Kansas: Boys Industrial School), May, 1956, pp. 178- l . 30 \ Tolman30 in an interesting study with institutionalized delinquent girls, made a number of assumptions asserting that the institutional environment was a limitation to corrective u. .m” treatment. His research design was based upon the hypothesis that female delinquents would respond to an analytical non- directive group approach. However, Tolman refuted his earlier assumptions. He found it was necessary to select a more authority-directed approach. He found acting out delinquent ‘w- girls tended to dominate the non-directive analytical group 'séééiefié. The use of the non-directed approach created nega- tive responses. The girls became hostile, dominating and aggressive. The findings, although empirically founded, brought out two important factors in handling delinquent girls in the group therapy situation. (1) The very nature of the female offender (usually classified as a sex offender) indicated the need for a more intensive and comprehensive study of the indi- vidual's background prior to group rehabilitation efforts, and (2) group therapy was not always feasible pith highly emotion- allyfipharged girls who tended to group tggether to reinforce their anti-social behavior. 3oNOrman Tolman, "Approaching the Institutionalized Female Delinquent Through Group Therapy," Federal Probation, V01. XXV, (June, 1961), pp. Busho. 31 Tolman believed these two considerations were basic to further research with institutionalized female delinquents. Tolman's observations nevertheless, indicated that female d21193399?§ responded to group discussioasthat fare gre- (planned, structured and directed. M! “(A 1.711! .flrrwflf.., My AW - ow. Jv’” war-’9 Gersten's study31 represented one of the few studies in group therapy having a systematic research design. His method of procedure included a review of each boy's case s em; ‘ history, his psychological classification and his living, lorE, and play assignments._ Like Fenton, Gersten believed it anew-Ls...“- very important that each boy's classification record be care- fully reviewed before assignment to a therapy group.. Gersten, like others in the field of correction, believed that most delinquent boys have been rejected children, and, therefore, MW .,..,W needed to re-establish a warm, positive identification with a male adult figure. C-‘eugw vvvvv Ar Gersten was highly selective and indicated a desire to find the best treatment risks. He also assumed that non- directed group therapy methods were not effective with insti- tutionalized delinquent boys. His research design was under an authority-centered group leader. However, Gersten, like 31Charles Gersten, "Group Therapy with Institutionalized Delinquents," Journal of Genetic Psychology, Vol. LXXX, (March, 1952), pp. 35- 32 Fenton, emphasized that the group leader must be an accepting individual, capable of establishing warm, firm, but friendly relationships with his group.. Gersten's description of his methodsm;as clearly defined regarding the group dynamics involved. Because of Gersten's use of an eclectic group approach in which he used democratic leadership, role playing, recreation and audio-visual material, the impression was received that his study was one of the most comprehensive. Gersten selected the repressive-inspirational group approach as the most beneficial to delinquent boys that were diagnosed as less emotionally disturbed delinquents. Gersten was concerned with personality growth, not change. He believed this group approach could serve tofire-educate the amenable delinquent boy, and by so doing would increase his personality growth. Statistically significant, Gersten's study measured a positive growth for those boys exposed to group therapy in his study by reporting less disciplinary problems, improved school achievement and individual maturity growth. Cohen did an administrative inquiry into the proper use of group programs in a state training school for delin- quents. Cohen was intently concerned with how group proc- esses could be more effectively utilized in the training 33 school. He believed group methods for rehabilitation must be identified and integrated into the routine business of the institution.32 Although Cohen's project was non-experimental, it may be termed a self-appraisal attempt to place the use of groups within the juvenile training school in proper perspec- tive. One major implication of Cohen's project was his come ment that just forming groups in the correctional school with- MVW Hc~;¢-l‘5..:.;;'*-m.-3. a, out assessing their proper classification of what boy is suit- ‘f"‘ .w Ira-1..."! J m“ o"--”;’--" MM 7:“.1'01' able for what therapy group method defeats the purpose of the group therapy approach. Cohen's project was deemed important 1 r-j- a“ because attention is drawn to the inner group structure of the institution, and how it relates to rehabilitative goals. All group formations within the training school must be received ”‘44. «~4- as part of the corrective-treatment milieu, according to Cohen. - r. . “v.1 {Grosser observed the informal inmate groupings of institutionalized delinquents. Like Cohen he contends that most delinquents that enter training schools want to be ‘4! I. accepted by their peers. He believed the sociological makeup our “W :W new NW " ' of delinquent groups outside the institutional setting trans- fers itself through stronger peer loyalty and identification u.w -. 32Alfred Cohen, "Use of Group Process in an Institution," Social Ibrk, Vol. 1, October 1956, pp. 57-61. once delinquents become incarcerated.33 ‘ “W Although Grosser's study was empirical, he suggested Mute—Mo! {M task orientated groups in all phases of institutional life. He also suggests further study of group dynamics within the training school setting. He does not, however, point out the group method most likely to succeed in motivating institution- alized delinquent peer groups. Nevertheless, his observations do acknowledge the real potential of using the group therapy approach with informal peer groups. It seems thatkcohenawent one step further than Grosser in suggesting that proper group- ingsof boys for rehabilitation purposes depends upon proper ' (1"th classification. Establishing criteria to measure the casual peer group cohesiveness, peer group leadership and desire for stronger institutional identification might serve as working hypothesis with the informal inmate grouping. How to fit them into the total corrective—treatment milieu recommended by Fenton still needs further study. Leita P. CraigBh attempted to reach institutionalized delinquents through cottage committees meeting once a month. 33George H. Grosser, "The Role of Informal Inmate Groups 12 Change of Values" Children, Vol. V, Jan., Feb., 1958, pp. 2 -290 3”Leita P. Craig, I'Reaching Delinquents Through Cottage Committees" Children, Vol. VI, July-August, 1959, pp. 129-13h. 35 Her efforts were non-experimental. The approach was repressive- inspirational. The purpose of cottage meetings were problem centered and problem.solving. The boys selected for the interdisciplinary staff meet- ings were not classified as seriously disturbed emotional delinquents. Craig emphasized the team approach as more effec- tive in meeting the treatment needs of delinquent groups in the training school setting. It was difficult to ascertain if the cottage groups were amenable to this didactic group approach. Craig found the cottage meetings worthwhile as in-service training for staff personnel. She observed that the cottage committees induced a more relaxed atmosphere where the boys had the opportunity for self reflection. There seems to be some danger that staff personnel in the inter-disciplinary approach might become too analytical in their questioning and interact- ing with the boys. There is also the possibility that the boys might say some things to please the staff and deter them from other pertinent problems. Craig found the cottage meetings helped in decreasing intra-disciplinary reports as well as inter-disciplinary reports from other areas of the institutional program. One limitation of her study was a lack of data con- cerning the personality growth of the boys. Dub, in his empirical presentation of the kind of treat- 36 ment delinquents need, was completely analytical in his group approach. He offered no description of group procedure with his delinquent group, but merely assumed that delinquents were neurotic, have internal conflicts and respond only to analyti- cal psychiatry as the proper treatment. Dub offered no research design compared to other group practitioners using the analytical approach. His analytical identification under- estimates the sociological implications in the etiology of delinquency. Although he claims analytical group psychotherapy is the most effective way to treat incarcerated delinquents, he offers little to support this claim, particularly with the less seriously disturbed delinquent.35 It is questionable whether analytical group psychotherapy is practical in the juvenile institutional setting. Free assosiationwofuidessm N nun-q up!” «H'OM _!ithout‘guid§nce or direction by the assigned_group leader has not been determined effective with most institutionalized 4a" .wtn-p—mcr '- -.Mfl:I¢AaKsMJ:p;‘\I\fiLQ—0~.H..,.... delinquents. x... I!" I,__'quniflfl.l‘~J""“-" ' S. R. Slavson, who is well known and acclaimed for his group treatment of emotionally disturbed children outside the training school setting has also worked with the less disturbed 35Leonard M. Dub, "Institutional Treatment of Juvenile Delinquents," American Journal 2; Psychiat£1,Vol. 103, l9h7, pp. 818-822. 37 delinquents in the juvenile institution.36 AMI}:“‘, WW u" . ’ fin". (V3. 1‘ Rpm—1' "1", children offers evidence contrary to the theoretical assump- tions of Dub. He doubts that only analytical group Ipsycho- ‘--—~...... .,,,. r ,4 therapy is the treatment cure for institutionalized delinquents. In a study using the repressive-inspirational approach with a selected group of institutionalized delinquent boys, Slavson describes a group discussion session mixed with group activity. Meeting twice weekly the boys were exposed to a democratic grgupmspproach, and the topics discussed were selected to challenge, motivate and offer the delinquent a problempsolving opportunity to deal with daily situational problems.v Slavson reported that the group discussions were valuable in improving cottage adjustment. This was measured by the decline of dis- ..... ciplinary reports in the 99Ft3899,_ Slavson observed the boys y—a— to be less hostile, to have a better acceptance of the group leader, and improved in their self-conception. Less disturbed -—~ delinquents, Slavson concluded, are responsive and amenable to .._..... ”'f‘wtuu five democratic group discussion.“” The major implication of Slavson's efforts in the group treatment of problem and delinquent children, both within and 36S. R. Slavson, "Institutional Treatment of the Delin- quent." National Probation and Parole Association Yearbook 1950. pp. EO-SH. 38 outside the institutional setting has been significant because of his differential classification of separating amenable delinquents from sick ones; the general group work approach from.the therapy group approach.(;Slavson,.like Cohen, believes in selecting the Iright Iboy for the right group. He finds re-t 'U M education for socially inadequate delinquents beneficial.” He WWHWWFWH Werl‘r-y. s‘< “Iv-Wk -- "Fa—w m_.A——\..- m. alIso believes the less disturbed delinquents respond to a” “-1 “U‘. "o" "1.. y w .a‘ I _,4.-»I ‘ repressive-inspirational groupI approach that is emotional rather than strictly academic or clinical in design. Jack C. Westman conducted directive group psychotherapy with a group of hospitalized delinquent adolescents. Because of their isolation and confinement at a Neuropsychiatric Hospital, Westman's frame of reference was unlike one in which delinquents resided in the training school setting. Yet, Westman's group was considered equally confined and restricted to a ward reserved for aggressive emotionally disturbed delin- quents. Westman hypothesized that exposure to group therapy would improve the boy's individual and group adjustment. He assumed, as some group therapy practitioners do, that the hospital setting would be more conducive as a therapeutic milieu -- one where the boys would be considered as patients not prisoners, and the group leader would have a distinct 39 advantage because he was working in treating not punishing.37 His research design was empirical. Eleven boys between the ages of 13-17 with an IQ—medium.of 108 were selected to meet one hour twice weekly for eight months. Attendance was compulsory. No testing was done before, during or after group exposure. Symptomatic improvement of members was noted by a clinical team. There were no warranted conclusions from Westman's study. He reported through clinical observation that permissiveness did not make group psychotherapy any more conducive with his hospitalized delinquent group. On the con- trary, Westman discovered as did Tolman when working with a group of aggressive institutionalized female delinquents, that the non-directive approach perpetuated the acting out of omni- potent fantacies of the boys in the group sessions.38 West- man. Tolman and Slavson have all found. that delinquents class- "Wl-M ’’’ bl! ~~ W ‘4“ 4*“ ‘H W “F iried as seriously emotionally disturbed have a limited capac- "Whoa-o...-HWr~t1vaIvflHthhJMru ity for conceptualization, therefore making introspection dif- ficult.: The implication of these studies suggests that 'f ' »-U~-—'I"‘F\M'O "ao- 'rf\ 0" at" 'lh-‘U‘vh' "WWW.“ I”; institutionalized disturbed delinquents whether in a hospital UmGNIW‘qz-uugv, “Mu-M ward or a training school need, desire and demandncontrols s-"w~ 37Jack C. Westman, "Group Psychotherapy with Hospitalized Delinquent Adolescents" International Journal of Gm up Psycho- therapy, Vol. XI, 1961, pp. hlélula. 38Norman G. Tolman, "Approaching the Institutionalized Female Delinquent Through Group Therapy" Federal Probation Vol. xxv, June, 1961, pp. 311-110. """"" ho ugnd_direction during group therapy exposure. («0,1.4L'I.:‘,\,.‘.*Tw. “3‘90 Rubenfeld, Skellow and Ward observed five therapy groups operating at a Juvenile training school. Each group member was psychiatrically screened as having no serious emotional disturbances. Each group composed of S to 10 members met twice weekly for twelve months. Their approach was directive and analytical. The investigators, however, were identified with the designated authority of the institution. They hypothesized that this identification was both constructive and desirable for group therapy with delinquents.39 Evalu- ation was subjective and based upon analytical interpretations of the moods of the group upon the therapist. The investiga- tors presented much of their interpretation on the phenomena of transference. A clear cut limitation was their lack of research design to adequately test and measure group growth and change. Contrary to the findings of others, they reported no open hostility toward the therapist, who was identified as part of the institutional authority. They also reported no smooth transgression from.one stage to another during their group therapy experience. Their empirical observations point out that institutionalized delinquents responded 39Seymore Rubenfeld, Robert Skellow and Jack Ward, ”Group Therapy Behind Locked Doors," Public Health Reports Vol. 71, November, 1956, pp. 1075-1079. more realistically under the authority-centered approach. James J. Thorpe in one of the first attempts at group therapy in a training school setting also described and eval- uated.the interaction between therapist and group. Lacking a sophisticated research design, Thorpe hypothesized that group- ing boys for therapy groups created a therapeutic situation. Thorpe realized that group treatment was also expedient in serving more of the inmate population.“o Unlike Rubenfeld and etal, Thorpe followed a more con- sistent project design by dividing his study into three phases. The first phase was a pre-therapy appraisal of the boy. The second consisted of the group therapy program.itself and the third was a terminal evaluation of the results of the project at the end of a year of therapy. Sociometric and psychologi- cal data was included as part of the research design. It was unclear whether Thorpe's project was aimed for amenable delinquents or the most difficult ones. After exposing two boys' cottages to group therapy and establishing two others as control cottages, Thorpe repeated his experiment at 5 month intervals. The therapy cottages included were composed of one group of Negro boys, another of white boys. Both hDJames J. Thorpe, "Group Therapy" American Prison Association, 19u8, pp. 18h9189. ' 142 groups were exposed to group therapy three times weekly for one hour following the noon meal. After the results of sociometric and psychological analysis were completed, each therapy cottage was broken down into three smaller groups -- seen five hours weekly: three hours devoted to the entire cottage; two hours devoted to the smaller groups. In a report two years later, Thorpe found no conclusive results measuring the boys improvement in the therapy group.hl He seemed more concerned with.how the therapist adjusted to the boys and found institutional adjustment improved because there were no riots at that time. A fifty percent reduction in runaways was also thought to have been a direct result of the group therapy project. Thorpe's early study warrants no conclusive evidence and pre- sented a confusing methodology of group treatment practices. However, it retains a value for establishing some guidelines for group practitioners to follow. The most important among these being the participant observer role in learning about group dynamics and interaction with institutionalized delin- quents. hlJames Thorpe, "The Group Therapy Aspect”, Progress Report of the Group Therapy Project at the National Training School for Boys, The American Prison Association, Washington, D.C., 191m, pp. 236229 . ""'"' 1:3 Since the time of Thorpe's early experience with group therapy, numerous and varied group methods have been utilized with institutionalized juvenile delinquents. Up to this point, the review of the resource material has attempted to present a fair sampling of the development of group therapy in the juvenile institution. During the past few years, but notably since 1955, group therapy studies have become more sophisticated in their research design. Interestingly enough they began to move from the empirical stage to the experimen- tal. However, this forward movement did not eliminate the need for additional empirical studies that contributed new hypothesis for future research evaluation. Mann conducted one of the first experiments in group therapy with male defective delinquents.h2 Subjects included boys sixteen years and over who committed criminal offenses. Two groups of eleven boys each were random selected. One group was designated as the treatment group, the other a con- trol group. All subjects were first offenders, possessed IQ's of 70, and classified as poor social adjustments. None of the boys were diagnosed as psychotic. Mann hypothesized that group therapy discussions would improve the institutional thrthur Mann, "Group Therapy Irradiation", Journal of Criminal Law and Criminology, Vol. 14.6, May-June, 193i pp._30- 141+ adjustment of defective delinquents. He assumed these boys would profit from.group discussions that focused on every day experiences and relationships that would be kept free of abstractions. His research design sought to measure the effects of group therapy exposure by a number of psychologi- cal tests which included the Thematic Apperception Test and the Rorschach. Both groups were retested after a six month study period. Group therapy exposure remained the only variable between the groups. Mann's group approach was non analytical and repressive-inspirational. He used an eclectic approach by exposing the boys to the authoritative, the democratic and the laissez faire approach in that order. Mann observed that during the actual group sessions, the therapy group changed moods as they moved from.one phase to another. For example, he observed the democratic approach resulted in greater group cohesiveness, decrease in hostility, tension and more group discussion. Mann reported no changes in the basic per- sonality growth of the control group which.followed the rou- tine program at the institution. Conversely, he found no conclusive evidence to support that the therapy group effec- tively improved in their adjustment. The main implication of Mann's study was that group discussion served to stimulate LS the constricted personality usually associated with the defective delinquent. Mann.suggested a partial permissive atmosphere, with defective delinquents. His study was worth- while because of its anticipated results of group therapy with defective delinquent subjects. Future studies might measure the effects of group therapy exposure on training mentally defective delinquents in improvement of trainable skills and work performance. Vail had an unsuccessful group therapy experiment with mentally defective boys.h3 ,His group consisted of seven boys between the ages of 1h and 16 with an IQ range of 35-70. Contrasted with Mann's experimental study, Vail's subjects were diagnosed as suffering from.definite organic brain damage. Vail's group, it appears, would have constituted more of a control problem. Vail's approach was directive, but the group sessions were unplanned and unstructured. After a seven and one-half month study period, Vail found no change in the institutional adjustment of the exposed group. He reported an increase of acting-out behavior during phases of his study and observed no group cohesiveness at any time. He concluded, without any conclusive evidence, that the h3David T. Vail, "An Unsuccessful Experiment in Group Therapy'I American gournal 2; Mental Deficiency. Vol. 60, July, 19 ’ ppe ' e 14.6 non-directive group approach did not work with his delinquent group. He also discovered that a failure to structuralize and plan the group sessions resulted in meaningless sessions with mentally defective delinquent boys. He recommended that group therapy attempts with defective delinquents be directed and structured. The implication made by Vail that non-directive group therapy approaches do not work with aggressive mentally defec- tive delinquents raises two questions. First, did Vail's unsuccessful experiment in group therapy fail because of the non-directive approach, or was the degree of brain pathology more serious than the boys selected by Mann? That is, were Vail's subjects less train- able? If so, would a more directive approach produce a successful group therapy experiment with the same boys? Snyder and Sechrest conducted an experimental study that ex- amined the questions noted above. They hypothesized that the therapy group would show significant improvement in their institutional adjustment over the no-treatment groupJ'fl-L The investigators assumed that limitations of previous group thobert Snyder and Lee Sechrest, 'An Experimental Study of Directive Group Therapy with Defective Delinquents." American Journal 23 Mental Deficiency, Vol. 6h, July, 1959, Pp. 117.]. e Ln practitioners working with defective institutionalized delinquents resulted from the applications of group therapy approaches inappropriate to the groups in question. The investigators proceeded with three groups composed of eighteen boys each. Each group was further sub-divided into two therapy groups, two placebo groups and two no treat- ment groups. The therapy and placebo groups met once a week for one hour sessions over a thirteen week period. All boys selected were institutionalized for chronic delinquent behavior. Criteria for selection also included IQ's in the sixties. The investigators assumed the selected subjects were poten- tially capable of profiting from the group experience. They followed a directive didactic approach and were non-analytical in contrast to Mann's eclectic approach. Unlike Vail, they planned and structuralized their group meetings. However, they, too, agreed with Mann that the climate for the group sessions should be permissive to allow for spontaneity. Their conclusions were based on institutional reports from house parents for conduct and discipline viola- tions. The investigators emphasized that the institutional staff had no knowledge of their research doings. After a hfl thirteen-week study period, Snyder and Sechrest reported their results were significant at the .05 percent level between experimental, placebo and control groups in the nump ber of positive comments from.house parents at the end of the thirteen weeks study period. However, they found no significant differences among the groups in the number of negative comments. The experimental group was found to have conformed.more to institutional rules. Reports by the group leaders indicated the experimental therapy group became more free in their relations with the staff and peers. Also the boys within the therapy group were thought more amenable to other institutional program benefits. The authors imply that because the placebo group received no direction by the group leader, it was goalless. Therefore, they received little value from.these meetings which lacked structure and were not therapeutically oriented. The results of their study is pertinent because of its research design and signif- icant since most of its conclusions run counter to the opin- ions of some group therapists who claim that therapy with mentally defective delinquents is contraindicated. Brown also did a comparative group therapy experiment using three groups composed of twenty boys each. She hypothe- sized that group therapy would effect changes on the behavior #9 and social status of the participants if group therapy was immediately introduced during their confinement. She antici- pated early group exposure would be more effective than a later group therapy experience.’+5 Her research design called for sixty boys to be divided into three groups of twenty boys each, identified as belonging to either group A, B or 0. Prior to group assignment, all boys were given tests which consisted of the Haggarty-Olson-Wickman Behavior Rating Schedule, which was filled out by the house parents. Socio- metric data on group status was drawn from.the boys measuring their affirmities and dislikes of individuals under investié gation. Group A received immediate group therapy; group B received therapy six weeks after group A. Group 0 received no group therapy exposure, but was integrated into the regular institutional program, Brown's results were not statistically significant, however, she concluded that Group A improved in their overall institutional adjustment. Sociometric status changes appeared to be effected when the group was under for- mal group treatment. Brown, however, was quick to point out that these changes were not maintained. She found no improve- hsPaulall. Brown, "A Comparative Study of Three Therapy Techniques Used to Effect Behavioral and Social Status Changes in a Group of Institutionalized Delinquent Negro Boys” Disser- tation Abstract No. 1h, Wayne State University Library, I957, 573771,- . 50 ment in the delayed therapy groups. The implication, of course, was that all of these groups needed attention. Her experiment tends to suggest that the sooner group therapy is introduced, the more effective its value. It was clearly pointed out in her study that grouping boys together with no re-educative or resocialization purpose cannot be considered part of group treatment. Chinn, following the group treatment methods outlined by Fentonh6 conducted a pilot project using a repressive- inspirational approach.)+7 Eight boy subjects were selected to participate in group counseling sessions. Meeting twice weekly for one hour, Chinn's group sessions were structured and directed at drawing out the delinquent. A variety of topics introduced by Chinn focused on social issues challeng- ing the boys' home life, detention, attitudes and future. Chinn's study was done in a county detention facility. Use of the group counseling sessions on a short-term basis has not been evaluated. What effect does short-term.group coun- seling exposure have on the later adjustment of a boy assigned to a correctional institution remains a pertinent question. héNorman Fenton, Explorations ig the Use of Grou Coun- seling ig,the County Correc ona ro ram, Pacific 330E3, Palo Alto, Calif., 1962, p. 166. mum. p. A7. 51 Ostroff and Walker conducted an empirical study using the repressive-inspirational group counseling method. They, too, were concerned in re-educating the delinquent to cope with his social surroundings. These group practitioners hypothesized a group counseling experience gained in a dor- mitory living situation would be beneficial in the boy's family and community adjustment. They found through staff reports that group counseling sessions were useful and bone— ficial in the boy's personality development. It seems that after-care research might attempt to measure sociological, as well as, psychological adjustment after release from.the training schools. The lack of such research design was a basic limitation of the Ostroff and Walker study. Sellers found delinquents in the institution responded more quickly and more intently when the group counseling leader is identified as part of the institutional staffin-8 Sellers observed two groups of boys. One group counseling leader was not identified with the regular institutional staff. Sellers found group sessions with the unfamiliar group counseling leader were more superficial. He pointed out that the boys tried to take advantage of the group leader. hBSam Ostroff and Glen J. walker, "Group Counseling in the Juvenile Forestry Camp," Explorations in the Use of Grou Counseling in the Count Correctional Pro 33m, Pacific—Boo s, a o Alto, Califo a, 1962, pp. 53-65. 52 He suggested group counseling sessions be compulsory for all delinquents to attend.u9 Friedland conducted one of the few experimental studies employing the use of the group counseling method. He hypothe- sized group counseling would be an influencing factor in changing runaway behavior and general institutional adjustment. He utilized the repressive-inspirational approach. Friedland further hypothesized attitudes toward parents, self-concept, authority and frustration tolerance, would all improve because of a group counseling experience.so Friedland selected three groups of twelve boys each; two of the groups were composed of boys who had run away from the institution. The third group was a non-runaway group receiving no group counseling. One of the runaway groups was exposed to group counseling. Friedland found after a six- month period the runaway group receiving group counseling, .svaWWWM-vvm WW ”I . m -""" " _I“.r we... made significantly greater gains in frustration tolerance than ‘— the non-treatment group. He reported no change in other can't-"We“ “1"” our 0' ugLillian Sellers, "The Use of Group Counseling in a County Juvenile Correctional Institution," Exploration in the Group Counseling in the County Correctional Program, Pacific Books, Palo Alto, California, 1962, pp. 58-65fi soDavid Friedland "Group Counseling as a Factor in Reducing Runaway Behavior, from.An Open Institution for Delinquent and Pre-Delinquent Boys," Dissertation abstracts No. l-h, 106 0 Wayne State University. 53 hypothesized data. Friedland's comments about his experiment emphasized the value of group counseling as re-socialization experience in attempting to improve the self-identity of the .W“ HM‘ .M «w W. \ "nMulah-Awew.‘ delinquent without suppressing reality or distorting reality. “mm—who. .p'. Group counseling has been established to be essentially a method of the repressive inspirational type. However, according to Corsini and Dreikers, all group therapy tech- niques including the analytical have a common basis in the “mxe'n'i‘ywaxr following areas-51w”- Ai.~ Role of the therapist EH2. eSpoken.communication f 3. ‘Type and extent of interaction with the group ’ h. Extent of formalism in therapeutics 5. Content of sessions 6. zRatio of patients to therapists 7.; Composition of group (hww8. Atmosphere of group Group counseling with amenable institionalized delin- quent offenders seemed to work best under certain conditions. Uhlike other group therapy techniques its purpose is re- I’M}. ‘4‘ 'g‘ HP, 51Rudolf Dreikurs and Raymond Corsini, "Twenty Years of Group Psychotherapy," American Journal of Psychiatry, Vol. CX, February. 195k. pp. 17 - 5h education, support and group interaction for personality -.- P.’,,,mu.. «'4va \ growth. Analytical, nonedirective group methods are concerned with changing the personality. This distinction comprises the ' basic difference between not only group counseling and group psychotherapy, but also between the analytical and repressive- inspirational approach. The following suggested conditions did not represent any conclusive findings from previous studies. However, they might be helpful to those considering the use of this group approach with youthful offenders: 1- Grasp spunéalins fihQuld be fiflthQrityficentered, howeverwflenible the group leader may be in his direction (autocratic, democratic, or laissez fairs):w~~ 2. Gnaup counseling sessions Should P9_planned. and group orientation should_focus on thefdelinquent's immediate“situational problems. ‘ K.......~.~-- WHU‘O-t-wb—su.~ . I - “~'. 3. Delinquents should be_re-educated in areas regard- ing their legalgTsocial, and moral obligations in a democratic_society. The refinement and acceptance of group counseling techniques to aid in the rehabilitation of delinquents depends upon additional studies that combine theoretical consideration with practical research designs within and outside the train- ing school setting. 55 Three major observations of the pertinent resource material were: 1. The need to identify more readily what type of delinquent offender is suitable for the group counseling approach. 2. The need to discern more clearly between treat- ment for delinquents and re-education for delinquents. 3. The need to experiment with a variety of group therapy approaches and identify over a long period of time those group methods that operate best with amenable delinquent offenders. The initiation of group counseling techniques specifi- cally designed to aid in the rehabilitation of youthful offenders may be considered novel in some corrective settings. This was also true of group counseling attempts outside the training school environment. Group practitioners in their attempts to qualify the positive benefits of their group techniques have, in some instances, failed to describe the ingredients that helped to produce the results they obtained. The investigator in this study was concerned in rehabilitation for personality growth, not personality change. The selection of the repressive inspirational group counseling approach applied in this study is described in the following chapter. CHAPTER III A STUDY OF GROUP COUNSELING IN THE BOYS TRAINING SCHOOL The study was initiated at the Boys Training School in Lansing, Michigan, in the spring of 1958. The Boys Training School is a reformatory for juveniles who have been adjudi- cated by the courts of their local communities for serious violations of the law. The school is under the administra- tive direction of the State of Michigan Welfare Department. The facilities used in the study were located in the adminis- tration building which is centrally located on the school's grounds. I. DESCRIPTION OF BOYS TRAINING SCHOOL Life at the Boys Training School may be compared to a semi-military environment. In such an environment everyday duties, privileges, and discipline are maintained under an organized mode of operations. For the majority of delinquent boys, anxiety feelings develop in their new surroundings. The delinquent is not afraid necessarily of physical abuse. His fear is of conformity and loss of freedom. He is trapped 57 by the circumstances in which he has found himself and venge- ful because he is trapped. He resents the imposed conformity upon his freedom by a "mean and stupid” social order into which he has been unable to fit. The Juvenile reformatory is not designed as a permanent institution in which to bring up children to manhood and womanhood. How- ever good an institution it may be, however kindly its spirit, however genial its atmos- phere, however homelike its cottages, however fatherly and motherly its officers, however admirable its training, it is now generally agreed among those who are familiar with the needs of children of this class that institu- tional life is at best artificial and unnatural, and that the child should be returned at the earliest practical moment to the more natural environment of the family home--his own home if it is a suitable one and if not, then some other family home.1 When a delinquent boy enters the training school, he is given a medical examination and assigned to an intake or quarantine cottage pending further psychological testing and a psychiatric interview with the school's assigned psychia- trist. Once the boy has completed a number of selected tests, he is classified clinically into one of the seven categories (definitions found on pagesS9461). He is-then assigned to cottage living quarters which have been selected 1Hastings H. Hart, .'The Juvenile Reformatory,‘l Pre- ventive Treatment g£.Neglected Children, Charities Publica- tion {New YorE: Russell Sage Foundation), 1910, p. 12. 58 on the basis of age, problem, and clinical prognosis. School, work assignments, and recreational activities become the daily pattern of living while residing at the institution. Part of the corrective-treatment philosophy at the school is that all routine activity takes place in an open atmosphere, that is, with no wall or fence enclosing the boys from.the outside world. Their daily living is geared toward group conformity. The boys eat, work, play, and sleep in a group atmosphere. Although they enjoy some time of their own within the cottage setting, spare time is often used up in group cliques of an informal nature. It is in these informal peer groupings that the delinquent compares his experiences with his associates. His status is important, for the delinquent feels a need to be accepted by his peer group. He may or may not be accepted, but his own self-concept can be noted within these informal peer groups. Obviously, a need for penetrat- ing these inner cliques with proper values is evident. The possibility of using the group, as a natural method for redirecting and re-educating, has appealed to some correc- tional therapists. 59 II. CLINICAL CLASSIFICATION AT BOYS TRAINING SCHOOL The psychological clinic classified the delinquents in the following general categories: la. Environmental Delinquent: These boys will show little or no personality disturbance, but have either reacted to a specific situation or behaved like their peer group. They may come from homes which have low standards and loose supervision, but usually have fairly intact family situations. lb. Environmental Delinquent: These boys will usually show poor emotional controls and operate under anxieties and tension. They usually lack stable parental figures and are defective in their identification. They are often negative to authority and resent their commitment. They may appear hostile or depressed at first. *2a. Disturbed Delinquent: These boys have experienced emotional deprivations and loss of adequate support for periods of time and will have developed asocial patterns of behavior. Their chronic family conflicts and poor capacities for inter- personal relationships result in their acting out their needs and conflicts. They usually feel inadequate and may withdraw, *Clinical classification used in this study. 60 over-compensate, or use other reality-distorting defenses. 2b. Disturbed Delinquent: These boys have adopted chronic behavior patterns which make the neurotic or pre- psychotic elements of their personalities appear dominant. Their defenses are random or consistently unadaptive. 3a. Character Disorder: These boys have usually been in many different homes and/or situations and have never been able to form lasting emotional relationships. They have a history of continuous delinquent behavior and an apparent lack of concern or motivation to change. The borderline personality, very severely retarded, chronic offenders, 333., types fit here. They will derive little from the program, and usually run into difficulties in any social situation. Some variability of behavior is expected. 3b. Character Disorder: These boys are the hardened set, chronic offenders that show primitive, asocial behavior. They are most likely to continue criminal-like activities. They could be diagnosed as psychopathic personalities, chronic aggressive behavior disorders or severe personality defects. They will be most likely to inhabit "five" (soli- tary confinement); they sometimes earn a waiver to Ionia (prison), and are least likely to profit from our program. They will seldom settle down to apparent conformity. 61 h. Mental Defective: These individuals operate on a level of inadequacy and because of a lack of mental ability need special care, education, and institutionalization. They may be characterized not only by a lack of ability to care for themselves, but also by an incapacity to use effectively whatever abilities they do have. They will tend to function low on the Wechsler Scale and show severe academic limitations. III. CRITERIA AND SELECTION After an investigation was made of available data from.the clinic, and also a review of the case histories by the directing psychologist and group leader, the following criteria was established for the selection of the control and guided groups: 1. Age: Boys selected for the groups were fourteen years of age but not over sixteen years of age. It was assumed that these boys would verbalize freely and more readily participate in group discussions than younger boys. 2. Race: No discrimination. .3. First committment to the Boys Training School. ha Intelligence Quotient: 82-112 (dull normal to bright normal.) 62 5. Clinical Classification: 2a disturbed delinquent. 6. Committed for offenses against property. 7. Economic status: Boys selected for each group came from areas in the lower-middle, socio- economic scale where their fathers are general laborers, with few in skilled trades. Many of the mothers work to supplement the family income. This information was obtained from.the court records. The sample selected for study is non-representative of the whole. It is a selected sample. The school's population was, at the time of the study, primarily composed of the 2a disturbed delinquent. The directing psychologist advised that these individuals would be the most likely to profit from group counseling. Two major considerations were their need to re-establish identification with a male adult figure in a positive manner and their family breakdown as the initial cause of their delinquency and not necessarily their environ- mental surroundings. Each group was limited to ten members in order to observe rehabilitative value more readily. Group Structure, Methods, and Procedures. After both groups were psychologically tested, it was necessary to determine the proper location for the group sessions. Two conditions, availability and atmosphere, had 63 to be considered. Availability was limited because of over- crowded conditions. It was finally decided, with the permis- sion of the directing psychologist, that the group sessions could be held in one of the testing roomm adjacent to the pay- chological clinic. Three separate rooms were available for group discussions. ‘This was necessary when a particular room selected was unavailable. This arrangement was found a suit- able one in which to conduct the group counseling sessions. The question of how frequent and of what duration the group sessions should be was decided by the group leader and the directing psychologist. In order to comply with the routine program at the training school, it was decided that for the purpose of this study, one-hour sessions would be held twice weekly for a four-month study period. Topics for group discussion were selected by the group counseling leader, and were divided into the following phases: (1) The first phase consisted of group orientation with emphasis on the delinquent's conflict with laws, law enforcement, and social attitudes. (2) The second phase consisted of penetrating the delinquent'shostile defenses and fear of rejection. During this phase, an attempt was made by the group leader to 61; motivate the individual delinquent into discussion, stimulat- ing interaction within the group, thus focusing upon his own personal experiences and the reasons he was in training school. (3) The third phase was directed toward re-educating the group to becoming aware of their distorted values con- cerning right and wrong, hoping to redirect their attitudes toward authority, morality, and social behavior. The study was directed with hope of obtaining the .following results: (1) The attainment of more self-confidence, thus building a needed personality trait for approaching life and its problems more realistically; (2) A growing awareness of personal limitations and assets, thus showing increased maturity in handling personal problems and individual needs; (3) Enough.motivation to desire a change of self- conception through the group experience, by finding a new dignity and personal worth; (h) The personal satisfaction of conforming to environmental restrictions, thus striving for more acceptable rewards for good behavior. CHAPTER IV REPORT OF THE STUDY Selected by the directing psychologist and the group leader, the following tests were administered to measure group responses of the control and guided groups before and after exposure to guided group counseling sessions: 1. Stanford Achievement Test (Intermediate Battery, Partial Form) 2. Mooney Problem.Check List (J-Junior High School Form) 3. Machover Draw-A-Person Test A. Bender Gestalt Test The Rorschach test was not used because of staff limitations and time required for its application and inter- pretation although this projective test would have been pre- ferred because of the qualitative nature of the investigation. The Rorschach technique offers a more definite response pattern of a person's emotional growth, or lack of emotional 66 growth. Its intended use in this study was to measure any gain of individual personality maturity after exposure to guided group counseling. The emission of this test was come pensated for by other institutional behavioral reports and the use of the Machover Draw-A-Person Test. Disciplinary reports before, during, and after guided group counseling sessions were recorded to follow the adjust- ment of the control and guided group members. These reports came from cottage parents, school personnel, and other staff members, and consisted of the following incidences: 1. Fighting (among peers) 2. General Misbehavior (smoking, petty stealing, and general horseplay) 3. Truancy (runaway from the school's grounds) A. Defiance of authority (rebellion against staff and institutional rules) I. CRITERIA FOR MEASURING ADJUSTMENT John N. Washburne says of well-adjusted and maladjust- ed individuals that the '...co-operative, happy person who 67 seems to be dealing effectively with his environment was counted well adjusted; the unco-operative, discontented, disorderly, estranged person or one who seemed to be unable either to alter his environment or to adapt himself to it was counted maladjusted."1 This general definition of "well-adjusted" and "malad- justed" seemed appropriate for qualifying the measure of adjustment used in this study. With this broad differentiation of the well-adjusted and the maladjusted in mind, the records of each individual delinquent selected for study were examined to extract those factors pertaining to the measure of, or the degree of, adjustment and maladjustment within a training school setting. f It is important to consider the length of time spent at a juvenile training school in measuring adjustment. At the Boys Training School five months is the minimum.amount of time spent before a boy can be released on parole or dis- charged, the average stay being approximately seven or eight months. If a boy is motivated enough to do well in his adjustment within the institution, he will usually keep out of trouble, and attempt to "join" the system.rather than rebel 1John N. Washburne, Washburne Social Adjustment Inven- tory, 1936, Manual, p. l. 68 against it. The length of stay is important when compared to other concomitant factors shortening or lengthening the individual's confinement at the institution. School progress during this study could not be measured accurately since the investigation began in April and school classes closed in June. However, a delinquent's motivation, attitudes, progress, and general conduct are usually indica- tive of positive or negative gains not only in academic work but in behavior with peers and teachers, as well. This study measured only reading and arithmetic changes, using the Stanford Achievement Test. Modern educational philosophy sees the school as being concerned with the whole person. Obviously, the delinquent has problems; even if he himself doesn't think so, society does. Within the "normal” school setting certain types of tests are administered to indicate personal problems affect- ing the student, and to suggest means by which the student may adjust to his problems.‘ The Boys Training School approaches such problems in the same way. Knowing that problems of both an individual and group nature exist, the school mobilizes its counseling services to meet particular individual and group needs. In this study the increase and decrease of "problem? adjustment was measured by the Mooney 69 Problem.Checklist. The delinquent group used in this study was classified as having had poor or diffused relationships with one or both parents. If these relationships are assumed to be a leading factor in causing delinquency, the expression of this diffu- sion may carry over in affecting the delinquent's relation- ships with other adults he encounters. The delinquent having a diffused identity with his parental figure may become hos- tile, aggressive, and jealous. These overt characteristics serve as his defense against fear, anxiety, and loneliness. Other defenses suitable to his personality may force him to withdraw and become constricted during stress situations. used to interpret the boys' projected identification in their relationships to male and female figures. If there was poor identification or diffusion, it was important to note and interpret any change taken place within the institutional setting. Inside the training school there may be some delin- quents who have difficulty adjusting because of injury, however slight, to the brain region. Knowing what the dis- turbance is not only suggests cause and effect, but may be vital to catching any disturbance at the earliest possible 70 date. In this study a possible organic disturbance originat- ing in the brain region of the delinquent was measured, at least on a surface level. To indicate or suggest possible brain damage or organic disturbance, the test used to measure and/or suggest any follow-up diagnosis of injury was the Bender Gestalt. The type of misconduct report recorded by officials within the training school is considered important and was viewed with such questions as when, where, why, and how the misconduct occurred. Misconduct in the training school, may be best understood in terms of aggression, perversion, or accident. From.the standpoint of successful adjustment, fighting in the training school is deemed more serious than sneaking cigarettes. Stealing may be symptomatic of even deeper problems, especially when it occurs within the con- fines of a training school. "Horseplay' or general misbehav- ior are regarded as less serious misdemeanors, but truancy and overt defiance of authority are serious violations in the training school setting. The criteria used to measure adjustment in this study followed no standardized adjustment forms. Most feasible at the time of this study in approaching the measurement of adjustment, was the use of the school's already existing 71 indexes. In this study, then, the criteria for adjustment was based principally on the clinical diagnosis and prognosis reported at the time of inmate classification. Included were the official records stating the delinquent's progress in the institution and his social history from the court records. II. REPORT OF THE DIRECTING PSYCHOLOGIST This report, by Mr. M. Keyser, directing psychologist at the Boys Training School, Lansing, Michigan, is an inter- pretative summary appraising the adjustment of the guided group as compared to the control group: "The ten boys in the Guided Group were released in a period averaging 7.25 months. The Control Group obtained their release in an average period of 7.32 months. The releases are dependent upon length of stay, conformity, and grades from.the various areas within the school. The Guided Group increased reading ability an average of 1.75 grades. (The range went from a loss of 2.2 grades to a gain of 2.u grades.) The Control Group indicated an average gain of 1.96 grades (with a range from minus 1.1 to a plus 1.7). The Guided Group gained in arithmetic an aver- age of .76 grade with a range of minus 1.9 to a plus 1.9. 72 The Control Group gained an average of 1.3h.grades with a range of minus .5 to a plus 2.h. On the Mooney Problem‘ghqqk‘giqt the Guided Group decreased the number of problems underlined an average of 12.3 problems with a range from plus h9 to a minus h7. The Control Group decreased an average of l6.h problems with a range from O to 3h. Quantifying the Machover nggeA-Person was done by taking the projected age of the male figure, and the Guided Group indicated an average gain of 2.1 years. The Control Group indicated an average gain of 1.6 years. Th2 Bender Gestalt was quantified by using the size of figures in relation to the total space and the Guided Group indicated a decrease of .38, or roughly one third of the sheet. The Control Group decreased their average utilization of space .16 or roughly one-sixth. The number of disciplinary reports or write-ups for the Guided Group during the period tested was 30, or an average of 3.0. The number of write-ups for the Control Group for the period was 36, or an average of 3.6. The directing psychologist who interpreted the quality of the Machover drawings and the Bender Gestalt 73 found that there were no significant psychological differences in either group. Generally, it may be noted that the boys in the Guided Group had a slightly better performance advantage which was not felt to be significant in their obtaining early releases. It was found that they were at a slight disadvant- age in their capacity to gain in arithmetic. It was also found that there was a great deal more variability and less decrease of expressed problems in the Mooney Problem.ghqgk Lééfi- Also noted on the Machover test was the more extreme variability in the Guided Group compared to the Control Group, even though their average indicated more projected maturity within the Guided Group. Decrease in size on the Bender Gestalt suggests that the Guided Group gained greater constriction of impulsiveness and was more acceptive of external controls. It might even be said that they had a more fearful approach towards utilization of their perform- ance tasks. The disciplinary writeups contained about the same variability within each group, and the fact that the Control Group had slightly more impulsive behavior than the Guided Group during this time is not, in itself, significant. In no case was the change of any of these medians 7h large enough to be statistically significant since the variability within each range was greater than the difference between the two groups. The relatively small number used in this study also precluded any possibility of making a defi- nite statement; it should be considered more of a pilot study, for it is only suggestive. From.these reports it would seem that if there were therapeutic benefits which could be meas- ured by these instruments in a Guided Group Counseling setting, that there would also be concomitant therapeutic benefits with- in the entire program. If, when a boy was removed from a regular program setting, he was in some way deprived of the benefits of that specific program, then the additional bene- fits which might come from.Guided Group Counseling sessions would not be significantly more beneficial, at least not in terms of the instruments used.” III. SUMMARY The purpose of this study was to evaluate the adjust- ment of a group of disturbed delinquents and was particularly concerned with juvenile offenders who have been placed in a correctional training school and their responses to the use of Guided Group Counseling as a method of rehabilitation. The study proceeded on the hypothesis that a selected group 75 of delinquent boys exposed to Guided Group Counseling would make a more satisfactory adjustment within the training school setting than a delinquent peer group not exposed to group counseling. Two principal problems during the course of this investigation were: (1) determining the criteria for meas- uring the individual delinquent's adjustment within the guided group, and (2) evaluating the effectiveness of guided group counseling as a rehabilitative technique. A review of the literature indicated that group therapy techniques are many and varied; yet the different approaches, regardless of their professional or non-professional applica- tion, can be divided into two general categories: the analyt- ical and the repressive-inspirational. Those methods specifi- cally designed for the rehabilitation of the institutionalized delinquent are the exception rather than the rule, although research efforts have shown the potential of group therapy techniques in the alleviation of psycho-social problems. This study applied the repressive-inspirational approach with the purpose being to offer the delinquent a chance to share, exchange, and express his feelings, opinions, and attitudes through group sessions. Group interaction was guided with the hope of redirecting those boys who's values were dis- torted and unrealistic. Group direction and discussion fol- 76 lowed an eclectic approach in this effort to re-educate the delinquent. The results produced by this study were inconclusive. The study established no definite criteria by which to meas- ure the degree of personality growth that may have taken place within the guided group sessions. However, a number of impressions have been recorded Which indicate the per- sonality growth of some of the boys in the guided group. Iv. CONCLUSIONS The conclusions reached in this study are subjective, being based on the writer's direct observation, interaction, and verbatim reporting of the guided group's progress during the four-month study period. A number of inherent limitations must be stated before proceeding with the findings of this study. First, there can be no quantitative significance attached to the clinical findings reported by the directing psychologist, for the sample selected for study was too limited for any statistical verification. Second, the length of stay of the individual delinquent boy participating in the guided group was in no way dependent upon his progress within the group 77 counseling sessions and was therefore unpredictable. Third, the many variables found in the training school setting were not controlled, thus making it impossible to determine whether guided group counseling was directly responsible for any improved institutional adjustment. Lastly, there was always the danger of personal bias, on the part of the investigator, in reporting his findings,. Group progress within the guided group was recorded in a verbatim.report after each counseling session. The following observations were_based on the writer's direct experience as group leader of the guided group counseling sessions: 1. Within the guided group there was observed a marked decrease in the overt hostility exhibited toward the group leader. This was particularly so during the later group sessions. 2. Some boys within the guided group were observed to lose some of their constricted personality traits, becom» ing more extroverted and better able to express themselves. This was more apparent as their group experience increased. 3. It was observed that some boys displayed more self-confidence in their interaction with the group leader by 78 being more relaxed in verbalizing their feelings. Increased self-confidence was also noted between the group members. h. During the later group sessions, the majority of the boys were observed to be more cohesive, responsive, relaxed, alert, tolerant, and friendly, and seemed more will- ing to try pleasing others within the group. Guided group counseling, as used in this study for the institutionalized delinquent, was an attempt on the part of the investigator to fill the gaps left between individual psychotherapy, academic education, and social recreation. The above considerations of personality growth do not infer or suggest that the members of the guided group were rehabil- itated because of exposure to guided group counseling; how- ever, the recorded responses compiled during the group proc- ess may serve as indicators that the technique is worthy of further research. The future potential of group therapy techniques, par- ticularly those applied for the rehabilitation of institution- alized delinquents, depends on continuing research efforts. During the course of this study, a number of unanswered ques- tions became apparent, but answers to these questions are beyond the scope of the reported study. Future research 79 might explore the following: 1. Where in the training school can group counseling techniques be integrated? Could research designs determine that the cottage setting is more workable than any other in the training school? 2. What group therapy techniques work best with what type problempboys and why? 3. If the cottage setting were found the most workable environment in which to hold group sessions, what role, and what kind of in-service training would be required for cottage parents? A. During the re-education of the institutionalized delinquent using group approaches, what areas of discussion are most useful and effective in directing the delinquent's values? 5. What is the correlation between success or failure for the institutionalized delinquent exposed to group counsel- ing (or other group therapy approaches) and the offense com- mitted? 6. What factors in the group process can be isolated and determined successful with any delinquent group in need of corrective treatment? 7. Can group counseling effectively prepare the juvenile inmate for parole? 8. How effective would group counseling be as a post-institutional service in the community for boys on parole? 8O BIBLIOGRAPHY A. BOOKS Aichhorn, August. Waygard YOuth. New York: The Viking Press, 1925. Barnes, Harry E., and N. K. Teeters. New Horizons in Criminology. New York: Prentice-Hall, Inc., *l9h3. Cattell, Raymond B. Personality. New York: McGraw-Hill Book Co., Inc., 1950. Corsini, Raymond. Methods in Group Ps chothera . New Ybrk: McGraw-Hill Book Co., Inc., 1957. Deutsch, Albert. Our Rejected Children. Boston: Little, Brown and Co., 19 0. The Trouble with Cops. New Yerk: Crown Pu51ishers,~ 19 English, 0. S. and S. Pearson. Emotional Problems of Living. New Ybrk: Norton Publishing Co., 1955. Fenton, Norman. Ap Introduction pg Group Counseling. The American Correctional Association, New York: 1957- . Explorations';p_ the Use of Grou Counseling the Com t Correctional Pro am, —Pacifc cBooks, Palo nib—“I, Cal rwomia, 1‘9‘52, p'. 5186—1 Freud Sigmund. Grou Psychology and Analysis of the Ego. ’ InternationaI Psychoanalytic Press, London, I9 22. Glueck, Sheldon and Eleanor. Unraveling Juvenile Delin- quency. New Yerk: The Commonwealth Fund, 1950. Gorlow, Leon, E. L. Hoch and E. P. Telschow. The Nature of Non-directive Group Psychotherapy. New York: Teachers College, Columbia University, 1952. 82 Klapman, J. W. Group Psychotherapy. New Yerk: Grune and Stratton, InCe, 19 7e Konopka, Gisela. Therapeutic Group Work With Children.Minn.: University of Minnesota Press, 19h9. . Group WOrk lg the Institution. New Ybrk: Wfiiteside Press, I95E. McCorkle, Lloyd. The Highfields Story. New Ybrk: Henry Holt and Co., 1958. Moreno, Jacob L. Grou Psychothergpy. New Ybrk: Beacon House, Ill., 19 6. Reckless, Walter. The Crime Problem. New Ybrk: Appleton- Century Crofts, Inc., 1950. Rogers, Carl. Counseling and Psychotherapy. Boston: Houghton-Mifflin and Co., l9fi2. Slavson, S. R. Ag Introduction to Group Therapy. New Yerk: The Commonwealth Fund, 1955. Tappan, Paul. Contemporagy Corrections. New York: McGraw- Hill Book Co., Inc., 1951. . Juvenile Delin uenc . New York: McGraw-Hill Book Co., Inc., 1957. Teeters, Negley K. and J. D. Reinemann. The Challenge of Delinquency. New York: Prentice Hall, Inc., 195_. weeks, Ashley M. Ybuthful Offenders gp_Highfields. Ann Arbor: The University of Michigan Press, 1958. Wolberg, L. R. The Technique of Psyghotherapy. New Ybrk: Grune and Stratton, 19557 B. Periodicals Abrahams, Joseph and Lloyd McCorkle, "Group Psychotherapy of Military Offenders,“ American Journal of Sociology, Vol., LI (March, 19E5), pp. E5536h. 83 Ackerman, Nathan W., "Some Theoretical Aspects of Group Psychotherapy," J. L. Moreno (ed.), Group Psycho- therapy: [A Sym osium, New York: Beacon House, 19 , Pp. 117-214.. Allport, Gordon W., "The Limits of Social Service,n National Policies Egg Education and Social Services. (Columbia University Bicentennial Conference Service), Doubleday and Co., Inc., Garden City, New York, 1955. pp. 19h~212. Axelrod, Pearl, "An Experiment in Group Therapy with Shy Adolescent Girls," American Journal of Orthopsychiatry, Vol., XIV (October,‘I§E§TT"EET‘EI6457. Bixby, Lovell and Lloyd McCorkle, "Applying the Principles of Group Therapy in Correctional Institutions," V Federal Probation, Vol. IV (March, 1950), pp. 36-h0. , "Guided Group Interaction in Correctional Work," American Sociolo ical Review, Vol. XVI (August, 1951), pp. 535-51. 1 , "Short Term Treatment of YbuthfuléOffenders,"—Faafis, Vol. XXX (March, 1951), PPo 33-3 . Cohen, Alfred, "Use of Group Process in an Institution," Social werk, Vol., 1, October 1956, pp. 57-61. Craig, Leita P., ”Reaching Delinquents Through Cottage Committees" Children, Vol., VI, July-August, 1959, pp. l29-13h. Cressey, Donald R., ”Contradictory Theories in Correctional Group Therapy Pro rams," Federal Probation, Vol. XXVIII (June, 195 ),_pp. 20-26. Demarcedo, Gilbert, "Group Psychotherapy in Juvenile Criminology," International Journal pf Grou Psycho- therapy, Vol. VI(September, I955), pp. - 9. Dreikurs, Rudolf and Raymond Corsini, ”Twenty Years of Group Psychotherapy," American Journal 22 Psychiatry, Vol. 110 (February, 1§§ES;"E”;'§673§7A. 31+ Dub, Leonard M.,"Institutiona1 Treatment of Juvenile Delinquents," American Journal p£,Psychiatry, Vol. 103. 19in. pprm - 2'2.“ Fenton, Norman, "The Prison as a Therapeutic Community," Federal Probation, Vol. XX (June, 1956), pp. 26-29. Foulkes, S. E., "On Group Analysis,‘I International Journal of Psychoanalysis, vol. XXVII (June, 19h6), pp. 46-51. Frank, Jerome D., "Group Methods in Therapy,” Public Affairs Pamphlet No. 28A, New Ybrk: Public Affairs Committee, June: 959), PP: 1'26. Franklin, Girard H., I'Group Psychotherapy with Delinquent Boys in a Training School Setting," International Journal 9: Grouijsychotherapy, Vol. 9 (ApriI, 1959), pp e 213-218 0 Gersten, Charles, "Group Therapy with Institutionalized Juvenile Delinquents," Journal of Genetic Psychology, Vol. Lxxx (March, 1952),"ppf“35:6u. ' Grosser, George H., "The Role of Informal Inmate Groups in Chang; of Values," Children, v01. V, Jan., Feb., 1958, pp. 2 '29s Hart, Hastings H., "The Juvenile Reformatory," Preventive Treatment 9; Neglected Children, Charities Publication, New Ybrk: Russell Sage Foundation, 1910, p. 12. Klapman, T. W., "An Observation on the Interrelationships of Group and Individual Psychotherapy," Journal of Nervous and Mental Diseases, Vol. CI, (March, 19K5), pp. 2E24§E5. Konopka, Gisela, "The Group Worker's Role in an Institution for Juvenile Delinquents," Federal Probation, Vol. xv, (June, 1951), pp. IEL23. , "The Generic and the Specific in Group Work Practice in the Psychiatric Setting,“ American Association 2: Group Ibrkers, (June-July, 1955), Lindner R bert, "Therapy," Encyciopedia q; Criminolo , (19K ), New York: The Ph osoph cal Library, PP- 90-97. 85 Mann, Arthur, "Group Therapy Irradiation,” Journal 3; CrimdnaléLaw and Criminology, Vol. #5, May-June, 1955, pp 0 50.6 e McCorkle, Lloyd W., "Guided Group Interaction in a Correctional Setting," International Journal 2; Group Payphotherapy, V01. A, (April, 195E), PP- 199-203- , "Group Therapy in the Treatment of Offenders,' Federal Probation, XVI V01. (December, 1952), PP0 23'37e , "Survey of Correctional Institutions UsIng Group Therapy," The International Journal 2; Group Psychotherapy, Vbl. VI (January, 1953), PP. 79" Moreno, J. L., "The Ascendency of Group Psychotherapy and the Declining Influence of Psychoanalysis," Grou Psychotherapy, Vol. V (August, 1950), pp. 121-2 . , "Application of the Group Method to Classi- fIcatIon," New Ybrk: National Committee pp Prison and Prison Labor, 1932. Ostroff, Sam.and Walker, Glen J., "Group Counseling in the Juvenile Forestry Camp," Explorations $9 the Use 2; Grou Counselin in the County Correctional Pro am PacIIic Books, aI3 Alto, California, 1952, pp. 58-65. Penny Lawrence D. Group Psychotherapy with Bo s, Topeka ’ Kansas: Boys n ustrial School, (May, I956), pp. 178-8h. Pleune, Gordon, "Effects of State Training School Programs on Juvenile Delinquents " Federal Probation, Vol. 21 (March, 1957), pp. 2 -3 . Reckless, Walter 0., "Significant Trends in the Treatment of Crime aid Delinquency," Yearbook, N.P.P.A., 19H8, pp. 1-1 . Roberts, Bertrum.H., "Applications of Group Psychotherapy Techniques in Non-Clinical Settings," International Journal of Paychotherapy, Vol. IV (AprIl, 1955), pp. 153-5H- 86 Rubenfeld, Seymour, Robert Skellow and Jack Ward, "Group Therapy Behind Locked Doors," Public Health Reports V01. 71 (November, 1956), pp. I075-IO . Sellers, Lillian, "The Use of Group Counseling in a County Juvenile Correctional Institution," Exploration in the Group Counselin $3 the County CorrectionaI'._ Pac c Books, Palo Alto, CalIfornIa, 1962, P173 ram, pp. 53-65. Slavson, S. R., “Freud's Contribution to Group Psychotherapy," International Journal of Grou quchotherapy, Vol. VI (October. 1936). pp. 335-57. , "Institutional Treatment of the Delinquent," National Probation and Parole Association Yearbook a PP. " 0 Snyder, Robert and Sechrest, Lee, "An Experimental Study of Directive Group Therapy with Defective Delinquents," Lb July, American Journal 2; Mental Deficiency, Vol. 1939! p 0 117-1230 State of Michigan, The Probate Code, Juveniles and Juvenile , Division, Chapter 712 A (Compiled Laws of l9h8), p. 1. Thomas, Giles, "Group Therapy," Ps chosomatic Medicine, V01. v (April, 19u3), pp.‘i863362 "' ' " " Thorpe, James J., “Group Therapy,“ American Prison Association, l9h8, pp. l8hr189. , ”The Group Therapy Aspect,“ Progress Report of the Group Therapy Project at the National Training School for Boys, The American Prison Association, Washington, D. G., I9EB, pp. 285-297. Tolman, Norman G., "Approaching the Institutionalized Female Delinquent through Group Therapy ' Federal Probation, vo1. xxv (June, 1961), pp. 3 -u6:”“" Vail, David T., "An Unsuccessful Experiment in Group Therapy" American Journal 23 Mental Deficienay, Vol. 60, July, 37 Weeks, H. A., "Preliminary Evaluation of the Highfields Project," American Sociolo ical Review, Vol. XVIII (June. 19537. pp. 230-37. Westman, Jack C., "Group Psychotherapy with Hospitalized Delinquent Adolescents," International Journalqu Group Psychotherapy, V01. XI, 1951, pp._EIU:EI8. C. Publications of Learned Organizations Illing, Hans A., "Group Psychotherapy and Group work in Authoritarian Settings," Journal pfiquiminal Law, Vol. XXXXVIII (1957), pp. 387-393. D. Reports and Manuals Bell, Hugh N., Manual for the Adjustment Inventory, Adult Form, California: Stan ord Un versity Press, 1935. Bernreuter, Robert G., Manual for the Personality Inventor , California: Stanford University Press, 193 . Washburne, John N., Washburne Social- djustment Inventory, Manual, World Book Co., New Y0rk: Yonkers-on-Hudson, The Proceedin s of the National Association of Trainin SchooIs afia JuveniIe A encies, VoI. EV: 85tfi Annual Meeting, San Francisco, California, May, 1956, p. 62. E. ‘Unpublished Material Brown, Paula, "A Comparative Study of Three Therapy Tech- niques Used to Effect Behavioral and Social Status Changes in a Group of Institutionalized Delinquent Negro Boys," Dissertation Abstract No. 1h, Wayne State University Library, I957, p. 67h~675. 88 Friedland, David, "Group Counseling as a Factor in Reducing Runaway Behavior from.An Open Institution for Delin- quent and Pro-Delinquent Boys, Dissertation Abstract No. l-h, 1060 Wayne State University. APPENDIX A 90 "JAY, " WHITE BORN, 3-1— ”42 ADM. 1 13 jsgwmcur 125 Lag; HEIGHT, 5 8'3 EYES, BROWN; __,m.IR BROWN; COMP. F1 IR;L BUILD, MEDIUM. Case History; White Protestant Problem: Jay first became known to the court in November for larceny of bicycles. In December while again accompanied by some other boys, he ran away from home and stole tvo automobiles. They were also involved in numerous breaking and enter— ings of dwellings and business places. The B and E's numbered about ten in all and quite a bit of property was also damaged. Jay feels the court was fair in sending him to B.T.S. and he cried all during the interview. He wants to do a good job here and be released in the minimum amount of time. Background: Jay last lived with his mother and step- father in Michigan. He has two sisters, 18 and 20, who are married and five half—brothers living at home, the oldest being eleven years old. He says the neigh- borhood was poor and that most of the kids in the neighborhood got into trouble. Jay states his father worked as a janitor, earning approximately $80.00 a week and sometimes $100.00 a week when he makes overtime. He says his step-father has been employed as a janitor for ten years. He says there is never any arguing in the family and that they seem to get along quite well. Jay states the main reason he got into trouble was that after stea1~ ing the bicycles he was supposed to be in at 8 o'clock every night, and that he just didn't want to stay in, so he ran away from home. There was no social his- tory contained in the court papers and most of this information was gained from a personal interview. School Background: Interests: Health: Religion: Intelligence: Test Findings: 91 Jay attended three grade schools, one junior high school where he was last in the eighth grade. He says he made poor grades in school and that the work seemed hard. He says he became discouraged and truanted often from school. In fact he goes so far to say he even hated school. He does not want to attend here but realizes he has to because of his age. He gives a preference for men teachers because he feels they understand his prOblems better. Despite the fact that his official delinquent behavior began only a few months ago, it is evident that Jay has been having difficulty in school for some time. Jay says he has belonged to the Boy Scouts and a Toen Club at one time. However, he has no hobbies or sports interests. He used to work at a grocery store once, and for a future jab he would like to be a store keeper. He has never used any narcotics, doesn‘t drink, smoke, and has never had sexual rela- tions with girls. Jay says he has never been seriously ill and appears in good health.at the present time, although he is rather thin. Jay lists himself as Protestant, but says he never attends church.and that his parents never attend either. Full scale IQ 88, dull average range. The Stanford reveals an academic retardation of about four years. The Mooney emphasizes a very immature, passive, dependent, narcis- sistic syndrome. The Sentence Completion That emphasises the severe limitations of his personality with immaturity, dependency needs, and low psychic energies. .299 Machover Interview: Clinic Report: Behavior to vatch for: What this boy needs: .92 confirmsgthe dependengy needs to both parent tigures and the lack of an ability to give ggythingtovard the interpersonal relationships that he needs. Despite the cross-dominant factors, there were no major deviations to indicate an organic limitation on the Bender- Gestalt. Jay indicated that he gets along well at home'vith his step father and mother but said he would prefer to live with.a sister. When pressed on this point he withdrew his preference and indicated disinterest. This is felt to be another weak point in his total picture. Jay is near average size and physical develop- ment. He tests to be right-handed and right- eye dominant with the usual borderline capa- cities associated to this syndrome. He has dull average intelligence and is academically retarded four years. His personality contains an extremely large number of immaturity and emotional tendency signs. 1e Crying 2. Truancy 3. Temper tantrums l. .A great deal more than the average amount of supervision, support, and time. HEIGHT 5' '3 BUILD. SMALL. Problem: Background: 9‘3 BORN 11- 42 ADM. 2-1 - 8 WEIGHT 11 133., 1 ms. snows; com, annex; saga, gr. snows; Case Historijlhite Catholic Vincent first came to the attention of the court in September, 1955, when he was charged with petty larceny. Similar offenses were reported in March and hay of 1956. He was placed on a year's probation to June, 1957, at which time he was released. On January 27, 1958 this boy, with other Juveniles, was involved in a car theft. At a hearing in February he was committed to the B.T.S. Vincent feels the court was fair in sending him to B.T.S. and he hopes to do a good Job and be released in the minimum amount of time. Vincent last lived with his parents in East Detroit, Michigan. He has two sisters and two brothers living at home. The father works in an automobile factory. The mother maintains the home. Vincent claims the present neighborhood is a poor neighborhood and that most of the houses are run down. He says he has difficulty getting along with his mother and that he also has some diffi- culty with his father. He says his mother is more quiet than his father and that for punishment his father would usually send him to his room. He says he loves both of his parents and he. feels that they love him. He says his father counseled with him when he got into trouble but that he Just would not listen to his parents. He feels that they are both very understanding. Vincent says he got into trouble because he wanted to, and not because he was influenced by his friends. The above was taken directly from the boy's statement as the court records contained no social history. School: Interests: Health: Religion: Intelligence: Test Findings: 9L1 Vincent attended two grade schools and one Junior high school where he was last enrolled in the 9th grade. He claims he made poor grades in school but that he liked school even though it was fairly hard for him. He likes men teachers better than.women teachers because they explain the work better. He has never been expelled from school, but says he truanted frequently. Vincent says he has never belonged to any clubs or groups but likes basketball and has no other hobbies. He says he has worked on a paper route, milk route, and has done odd Jobs. He would like to be a mechanic for future vocation. He says he has never used narcotics, does not drink, and has never had any sexual relations with girls; however, he has smoked. Vincent says he has never been seriously ill and he appears in good health at the present time. The boy says he is Catholic and attends church.regularlyu .He says he has been baptised, has had his first communion, and has been confirmed. He says he has no special interest in this area. Full scale IQ 86, dull average range. The Stanford reveals an academic retardation of about three years. The Bennett shows above average hand tool skills. The Mooney Problem.Check List allows him to emphasise his needs for a great deal of freedom, money, and difficulties in school. The Sentence Completion Test suggests this boy is extremely immature and has had very poor social develop- ment. The Machover demonstrates feelings of dependency toward all adult figures and a need for external controls. He consciously rejects Clinic Report: Behavior to watch for: 'Hhat the boy needs: 95 the supervision and the obedience necessary to satisfy these dependency needs. Vincent is of average size and physical development. He is left-handed and right eye dominant. He tests to have dull average intelligence and is academically retarded about three years. He does possess above average hand tool skills. This boy's per- sonality shows the effect of over-indulgence and permissive controls of a family that has allowed him to travel with.an antisocial peer group and identify with them. He may be expected to conform to group pressure and will display only minimum difficulties in adjustments. Prognosis average. 1. Immature temper tantrums and possible truancy. Strict external controls and quite a long time in one school. 96: mm sons 6-1043, Ann, 1-28-58, urges; 138 Les, , amour 5'3”,- mgl snowmfimm, amen; con, DARK; QUILD. LARGE . Problem: Family Background: Case History, Protestant leggo Marvin.wae first referred to the court by the police on 12-19-55 for a B and E of a grocery store. Again he was referred on 1-26-56 for larceny of ammunition from a Goodyear store. He distributed the ammuni- tion to other boys at school where he was a student. On ll-lB—ST another petition was filed on Marvin alleging that he broke the showcase window of the western Michigan Trailer Sales Building and reached through the broken glass and took four guns. These guns he sold, traded, or gave to boy friends. The last referral on 1-11-58 alleged that he had broken into a grocery store looking for a gun but failing to find one there he broke the glass door where he again entered and committed larceny of four guns. Earlier in January, about lot-58, Marvin had broken into a candy truck and had atolen$65.00. Marvin had truanted from home to Gary, Indiana, where he was apprehended. Marvin comes from a broken home. His father, age 37, and mother, aged 37. were married in lghz in Mississippi where both were born and raised. They were divorced the following year. Marvin was born to the marriage on 6-lO-I3. In 19¥8 the mother was again married to a Hr.‘white. There was a divorce in this marriage in 195‘. One daughter, Janet, was born to the union on 6-19-50. Since the divorce another child was born out of wedlock on 5-13-55. This child is supported by the father who is a married man whose wife lives in Mississippi. In addition to the support that Ir. w. gives School: Religion: Health: Interests: Intelligence: Test findings: 97 the mother, she also receives the sun of $130.00 per month froa A. D. C. The home in which this family lives is a five-room bungalow type. The hone is kept neat and clean. Marvin says his mother is very nice. The record indicates she is preg— nant again by Mr. H. Marvin.was last enrolled in the 8th grade. He says he has difficulty in reading. Though.dull, he stated that he liked school. Marvin, with his fanily, is Protestant. His mother is an active member of the Second Baptist Church. Marvin states that he has good health though he is enuretic. This boy is not especially fond of school sports, except track. He also likes archery. He would like to do machine shop work, but has been guided to general shop. Full scale IQ - 90- The Machover Test indicates evasiveness, difficulties in relation to women, infan- tile Jealousy, and repressed hostility. The Sentence Completion Test emphasises also repressed hostility and a neurotic nanner of dealing with his inpulses. Marvin has had a spasmodic record of steal- ing, mostly guns. His personality and habit problems are nail biting, enuresis, sensi- tivity, teasing, day-dreaning, and inability to learn. His conduct problems are lying and stealing. In the interview Marvin tended to be somewhat naive and open with his problems. One of his chief difficulties, according to him, is the fact that when he gets worked up, he is afraid that he might hurt somebody. Clinic Report: Behavior to watch for: What the boy needs: 98 Marvin is a large, mature locking colored boy of high dull intelligence, four years retarded in reading, and three years retarded in arithntic. His hand tool dexterity is superior. Outstanding feature of his test results is the great degree of repressed hostility which cornes out in various symp- tons. This boy appears will meaning, but with a number of disturbing problems. He say be the target for sexual and agressire behavior. The prognosis is average. 1. This boy does not recognise his own anger and may be teased into violent ”Indore 2. However, on the whole, he is quite submissive and appears to be easy to get along with. 3. by be target for sex and agressive behavior. 1:. Also is embarrassed when someone praises him. 1. Emphasis on easy-going treatment and supportive counseling. 2. “dial training. :,.-H :s,: .99 ‘2 .1 ‘Pi ': Hit: 3 :1. n: h" ms, snows; gm, argon; coup,- nm; 3mm, wag. Problem: ramily Becky-cum : gase History. Regs Protestant Major has been involved in smny difficulties which date back to lay 18, 1957, when he and another boy stole a letter. In the letter there was a government check, which the boys had in their possession when apprehended. In July of that year he was placed on probation. In December of 1957 he was apprehended for purse snatching. He admitted to the police that this was not the first purse he was involved in stealing. During the early part of 1958 he again was caught stealing purses. Allin all, Major has admitted his part in at least six purse thefts. He was in the deten- tion home on at least one occasion. He has been a chronic truant from school and his behavior record was far from good. lajor's father was born in Alabama, presently he is working for the Dodge plant in Detroit earning around $80.00 per week on the assem- bly line. llajor's mother stays home and keeps house for the children, which number nine in total. The family lives in a very poor environment and the house standards are low. The probation officer felt that the home was responsible in a large part for the boy‘s delinquency. He also felt that the parents did not understand Major very well, as far as his problems were concerned. The family has had various contacts with social agencies. Their contacts with the family date back several years. a brother James is suspected of being mentally retarded. llaJor told the worker tint he gets along with both his parents, but prefers his mother over his father. He claims his father is always bawling him out and seldom has any- thing nice toasty. The father had been School: Religion: Interests : health: Intelligence : Test Findings : 100 giving him $5.00 per week for spending money, according to the boy. ' The parents are sup- posed to have a good relationship with each other according to the boy. They have seldom displayed any differences between them in the presence of the children. major last attended a special school. His IQ there was tested as 72. His school work was poor, and he put forth little effort to im- prove his conduct. Major told worlnsr that he was of the Protes- tant faith and that he attends services regu- larly. uajor says that he attended the recreational center near his home. He enjoys dancing, and going to movies, and watching TV. This he likes to do with his girl friend. He claims that he got in with the wrong crowd and that it is difficult for him to break away from them. lie particularly enjoyed picnics with the family and outings on Belle Isle. He mentioned the times he went canoe- ing and the fun that he had. Major and the other nmbers of the family are all in good health. lstimated wechsler IQ 82 3 dull normal range. The Ilachover Test shows a rather i-ature personality with constriction and a good deal of evesiveness. He would seem to be orally aggressive when under stress and shows characteristics of insecurity and sexual immaturity. Anxiety is present. Ilajor's Sentence Completion Test stresses his preoccupation with the nnner in which his gang led him into delinquency. He appears convinced in his mind that he will Education: Clinic Report: lehavicr to watch for: what the boy needs: 101" give up his former ways. The boy is extremely lonely for home and family. Principal preoccupation on the Sentence Completion Test involves many worries. The probation officer indicated that Major has had some difficulty in school, nminly due to his suspected I.Q., and the family has had numrous contacts with social agencies. School reports say that the boy's school work, efforts, and conduct are relatively poor. He is a quiet lad, but rather determined, according to school reports. Tb low I.Q. is stressed in this report. It was also said that his attitude is that of not comprehending the seriousness of his behavior. " One of the principal preoccupa- tions stated was reyrding his loneliness for hon. uajor is a large colored boy of dull normal intelligence, a year and a half retarded in reading, and two and a half years retarded ‘in arithmetic. his hand tool dexterity is above average. The boy seems to be a rather passive, constricted, very slow-working boy whose principal problems appear to be depen- dence and insecurity; low intelligence and material deprivation associated with a large and inadequate family have contribu- ted to his delinquency. It is believed that the prognosis will not be very good. 1. This boy is very constricted, quiet, and thinks very slowly. l. Ifforts to build up the boy's security such as praise for persistent effort. 2. Draw the boy out. 102 RALEIGH BORN -2 ~42 AD“. 2-‘- 8 “EIGHT 110 -., RIGHT ' A "BLUE 3A0: .30“ 0011? DAR! BUILD. SMALL. gang Eietcrl. White Catholic Problem: Raleigh was first referred to the court in January, 1955. for "being” involved with another boy in taking wallets from the hockey player 's dressing room. Subsequent offenses included larceny from a cabin, shiplifting (an guns, fishing tackle, etc.), and mm in January, 1958, in the company of ether boys. Raleigh remarked that he had broken windows when age eleven, and in the winter had stolen sleighs andffour rifles from parked cars for which he was apprehended. He has a record of some school truancy and misbehavior. family Background: The court papers contain very little helpful background family information. Raleigh has been living with his mother and stepfather. He has three brothers, ages eighteen, nine- teen, and twenty-five (one in the service and one married) and three sisters, ages - twenty-two, twenty-six, and twenty-eight (all of whom are married). Raleigh's father died in lovember, 1950. According to Isleigh, his father drowned while working on a Great lakes ship at the age of thirty- five. Raleigh commented that his father ”used to drink quite a bit and at in fights with my mother." "He broke my mother's ankle one time. Once he tried to throw my grandma out a second story window but my brother hit him over the head with a shoe in time. Be used to give me lickings but I was used to it then." from the age of seven to nine, Raleigh remarked, he lived in the Holy Family Orphanage at Marquette. Raleigh expressed resentment toward the institution because of the harsh treatment he received there. School: Religion: Interests 3 103 In describing his mother, age fifty-two, he said, "She's short and fat and gets drunk about once a week. she won't start nothing unless someone gets her .d. sn- will give me money when I want to go out.“ In speak- ing of his step father be counted, "He's a nice guy and I've had more fun since I've known him. He works for a dredging company. He never hits no but just bawls no out. I can't stand to have him bawl no out. I'd rather have sombody beat me up.“ It has been over a year, Raleigh said, since he has seen his brothers or sisters except for no of them. He seems to have a rather strong attachment for one of his sisters, Iaric, at whose home he has visited during summer. He said the family lives in an apartment and he hopes to return home upon release. when in school Raleigh has attended the ninth grade. noept for having two teachers who were undesirable fron Raleigh's view- point, he counted that generally he liked school. However, he has truanted and had some behavioral difficulty in school. The court papers state that Raleigh, his parents, and stepfather are Iona Catholic. Raleigh commented, ”I didn't go to church too nuch because I went hunting a lot." He renrked that he attended once a week and that his parents were non-attenders. Hunting and fishing were mentioned by Raleigh as the sports in which he has the greatest interest. he has smoked but questions the advisability while here. According to Raleigh, he has never drunk intoxicating beverages or used dope of any kind. He indicated having had no heterosexual relations and said that he was never a gang member. As far as a trade training assignment goes, he reurkcd that he wants one where he could “get good Health: Intelligence: Test Findings: 10h marks." Raleigh's teeth.are in poor condition. When age fourteen he had yellow ejaundice. Raleigh remarked that bed wetting has been a persis- tent problem with him, the source of consider- able embarrassment. ‘As far as he know, other members of the family were in good health. Estimated.wechsler IQ 112; bright normal range. The Machover fest shows that Raleigh is a rather dependent, passive personality, who views the female figure as somewhat inade- quate and has anxiety concerning her. Iden- tification does not seem to have progressed very far, According to the Sentence Comle- tion rest, Raleigh has enuresis. Marked dependency feelings to the extent of regres- sive behavior are evident and the boy feels somewhat rejected by others. rho patterns of the Mooney Problem.Check List indicates somewhat of a neurotic adjustment. Such problems as worrying, lack of self-confi- dence, wishing I'd never been born, fooling ashamed of something I've done, and afraid God is going to punish.me. Certain identi- fications throughout the test as a whole suggest that Raleigh may have a tendency to convert anxiety into physical symptoms. Prior to 1950, the court had received com- plaints about the parents drinking. A sister took three of the younger boys into her aparteent to live. She is also said to be negligent in caring for her children. The stepfather appears to be inadequate. All boys in the family have been delinquent at one time or another. The mother, in the recent court hearing, asked the court if it nrdnid put in writing instructions for Clinic Report: Behavior to watch for: what the boy needs: 105 Raleigh to obey her. Raleigh explained his difficulties by the fact that there is not much to do at night, and that he had arguments with his teachers. It appears that Raleigh cannot express him- self too well and he appears to be malad- Justed socially. Raleigh is a passive fifteen-year old of bright normal intelligence, about a half year retarded in scholastic achievement, having above average tool dexterity; 11am- ination indicates that the boy is dove10p~ ing something of a neurotic reaction, is inadequate and maladjusted socially, has a tendency to convert his anxiety into bodily symptoms. He is an extremely depen- dent boy, and it is believed that his mother has contributed directly to his delinquency by her inability to exert controls. The prognosis is average. 1. Extremely passive, dependent boy. 2. lnuresis. 3. Maladjusted socially and unable to express himself well. &. Anxious and lacks self-confidence. 5. Peels rejected by others. 1. Regular program will do much toward the boy's rehabilitation. 2. Draw him out. Make an effort to utilise his good intelligence in school. 3. 'Hill profit from counseling. 106’ noggin, Bog 1-343, ADM. 2~18~§8, mean 120 Inc . HEIGHT 5'5", ms, Bnowm my, B.ROWNLCOMP DARK BUILD SMALL. Problem: Family Background: Case History,‘Whito Catholic Ronald was referred to the court and com- mitted to the BTS for a B and.l and for larceny of money, watches, and coin purses. However, Ronald was first referred on 2-29-26 by the City Police Department for the B and t of a store where he committed larceny of a carton of cigarettes and the sum of $15.00 or $20.00. .Hc was again referred to the court in a petition which was filed by the school on 5-28-56 alleging that Ronald had stolen a billfold containing the sum of $10.25 and which belonged to one of his teachers. At this time he was released to his parents but was to be placed with his grandparents in‘Vormont. 0n 10-8-57 another petition was filed by the City Police alleging that Ronald, in company with two other boys, affected a B and B of the K Company, and mali- ciously destroyed property in the amount of $2,000.00 or more. In addition to these offenses, Ronald had stolen and dismantled bicycles and had done shoplifting. Ronald is the oldest of six children. He has four brothers and one sister. .Another sister is deceased. The parents are both in their middle thirties. Ronald's father is employed, and earns $80.00 per week. The mother is not employed outside the home. The home in which the family lives is rented at $50.00 per month. It is moderately fur- nished and though it is clean, it is not very orderly. There are seven rooms and four bedrooms. The father is said to drink School: Religion: Health: Interests: 107 beer but not to excess. The mother does not imbibe at all. Ronald said his parents seem to get along very well with each other. He said his mother used to spank him and when she did she told his dad of it, who "whips me all over again." Ronald spent six or seven months in vermont with his grandparents, but because of the illness of his grandmother, he had to return to his parents in A--. Ronald said that a gas range had blown up and his grandmother was burned. He said that she seems to be all right now, and he hopes to return there when he is released from the school. Ronald says he obeys his parents sometimes, but says he "wouldn't be here if I did.” Ronald was last enrolled in a parochial school. He likes spelling and English. He skipped when he was real small. He likes his teachers who are Sisters, he said. He has attended school in a number of different ones. He hopes to finish high .cnoalc Ronald's religion is Roman Catholic. He has been confirmed and has made his First Communion. His mother is also Catholic, but his father is Protestant. There has been some talk among his parents that his father too might join the Catholic faith. Ronald said that his health is all right now but that he has had pneumonia three or four times. He is quite susceptible to colds, but has not had pneumonia for three or four years. His sister (deceased) died of.pneummnia. Ronald does not have a habby but he likes to hunt and fish, and he likes school sports such as football and baseball, but not basketball. He hopes to be a tool and die Intelligence: Test Findings: Clinic Report: 108 maker or some sort of an engineer when he has to earn his own living. Estimated wechsler IQ 103, average range. The Machover Test shows a disturbance regarding the female figure, some anxiety, perhaps homosexual problems. Ronald is inclined to be somewhat anxious and immature. Very little diagnostic information could be obtained from the Sentence Completion Test as Ronald tended to be quite evasive and probably tends to repress a great deal. There were some inconsistent, odd responses. According to the Mooney Problem.Chcck List the boy has a large number of problems hav- ing to do with self-centered concerns and relationships to other people. The records state that Ronald tends to be exceptionally quiet in school and he is described as a nice looking, mild mannered, passive boy, well dressed and neat looking. The family is said to move around frequently for no known reason. The boy insists that his relationships with his parents are about the same, but admitted that his father talked things over with him more than his mother did. When asked the reason for his trouble, he stated that he only wanted to see if he could get away with it, to see if he got caught or not. Ronald admitted that he got into quite a few fights and lost his temper when people called him names. she described episodes which suggest blind rage reactions. Ronald is a fourteen-year old of average intelligence, one year advanced in reading Behavior to watch for: ‘Hhat this boy needs: 109 and who achieves at his proper grade in arithmetic. His hand tool dexterity is above average. The boy is somewhat dis- turbed, being rather infantile at times and subject to rage reactions. He appears to lack self-understanding. The test brings out a very disturbed relationship with his mother. The prognosis is below average. 1. The boy is very open in his conversa- tion but tends to lack self-understand- ing. 2. watch for rage reactions when fighting. ,Alsc, watch for temper tantrums. 3. Watch for some sex play. Roro than average support and discipline. 110 anom- ' 301v, MEDIUM. Problem Family Background 1 ms HAZEL HAI snows our DARK, Case History, White Protestant Robert, having been known to the court since January of 1957 for theft of 25 autoeobiles, B and 3 with theft of $540.00, a theft of drums, wheel, and top coat from the back of an automobile, school truancy, and is also responsible for the pregnancy of a 13-year old girl, who gave birth to Robert's child in January of 1958. During the interview, he stated that he always picks up "things that don't belong to sle.'I The court papers state that Robert adnits his guilt when accused of the various crises but often presents complicated alibis in defense of his behavior. Rdbert was born in Tennessee and moved to Michigan when he was two years of age. He lires'with his nether and stepfather. Robert has two brothers, ages 17 and 18, and two stepbrothers, ages 5 and 7. Robert states that his mother and stepfather have been married nine years. Robert lived with his father until he was seven years old. He says, ”All I reeenber about my father is him beating me." Robert states that his father works in the C plant, is 35 IBars old and the only tine he sees his father is when he gets in trouble. Robert says his mother is 32 years old, a waitress and is always nice to hie. He states that he gets along‘with her and never argues, and that she would do anything for him, and that she was what a nothsr should be. Robert says his stepfather is 29 years old and got out of prison h or 5 months ago. He was sent to prison for forgery. Of his School: Religion: Health: Interests: Intelligence: Test Findings: 111 stepfather Robert says, "He used to Just lay around the house and drink wine and make us all do the work, and him.and mother used to argue all the time." He says that he got along well with his brothers. The family home is in a nice neighborhood. He said he gets along well at home and gets everything he wants. .Acutally, the home situation and the family relationships are not as positive as he describes. Rob- srt became a father in January, 1958. He intends to marry the girl. Robert last attended the 9th grade in school. He truanted frequently during the last three years and attended many different schools. He says he fights with the other kids. He states that he would like to attend school at 8T8 because he wants to get all the educa- tion he can. Robert is of the Protestant faith.and has a preference for the First Missionary and Bap- tist Church. He attended only occasionally while at home. His older brother and mother attend church occasionally. Robert has never been seriously ill or injured. He states that his stepbrother, age 7, has a brain disorder and is always doing silly things. Robert likes to swim and play baseball and basketball. He smokes and drinks a lot with older boy friends. He claims to have had heterosexual relationships this year with many girls. He is interested in either the paint shop or bakery, besides school here at BTS. Estimated wechsler IQ 85; dull normal range. The Machover Test shows emotional immaturity, Clinic Report: 112 some evidence of rejection of the female, and dependent feelings. Sexual preoccupa— tion is also noted. The Sentence Completion west emphasises Robert's sensitivity to criticism and feeling of being rejected by others. He is also nervous. .A large num- ber of problems were checked on the Mooney Problem Check List (99). the areas of greatest concern.were in self-centered problems, difficulty involving people in general, and school problems. Robert is alleged to have stolen.twenty-two automobiles. He also is charged with caus- ing the pregnancy of a 13-year old girl. When the boy just began to have difficulty he had run away from home because he had been told by his older brother that his mother and stepfather were separating and that there would be no room for him in the new home. The mother, however, stated that Robert was drawing upon his imagination. Robert seemed very remorseful about his poor behavior in the past: however, he tended to make excuses. tree so, his gen- eral manner of speaking was candid. He stated that the reason that he became in- volved in difficulties including fighting, was that he wanted to show his friends what he could do. He related some worries which were bothering him, presently, one of them being that he sometimes acts younger than he is and says silly things. He concluded the interview by emphasising that he wished to go back and prove to people that he could do a good job 3 he would find work and pay money regularly to his girl friend's mature Robert is a fifteen-year old of dull normal intelligence, about a year and a half retarded in reading, and two and a half years retarded Behavior to watch for: what this boy needs: 113 in arithmetic achievement. His hand tool dexterity is below average. Examination indicates that the boy apparently feels rejected by other people, is very sensitive to criticism, and tends to attempt to prove himself to his friends. It appears that rejection.and insecurity in the home have been contributing factors to his delinquency. His dull intelligence also works against hum, although he seems to put forth considerable effort. The prognosis should be good here if supervisors will accept ham. 1. This boy seems to be unusually sensitive to criticism.and needs the approval of 0th,. a 2. Fighting. 3. Possible truancy. h. Has interpersonal difficulty. 1. Above all, he needs to be accepted by others. 11L, Problem: Family Background: Case History, Whit; Protestant Gary first became known to the court in February of 1957 for nine known instances of car theft. Gary was placed on probation and reported faithfully each week. In June, 1957, he was placed in the detention hoes for the larcenyof a transistor radio. Restitution was made for this, however, and he started in the tenth grade at 5‘ High School in good shape. In November, he hem fighting and was suspended from school. In December, he enrolled in continuation school and was taking a trade. He was there from the second of September through the twenty-fourth, but did not earn any credits as he did not complete any of the work. On January 20 to January 26 Gary was involved in the theft of five automobiles. Committ- ment to B'fs followed. Gary feels the court was fair in sending him to are, and he wants to do a good job here and be released in the minimum amount of time. Gary lived last with his parents. His father is #6 years of age, is Protestant, and is employed as an electrician. His mother, age #1, is Protestant and mintains the home. Gary has one sister, aged 20. She is married and lives outside the home. Gary expresses love for his parents and feels he gets along at home very well. Gary says he lives in a fair neighborhood of negro and white mixed. He says that there are kids in his neighbor- hood getting into trouble. Gary feels his home is adequate for his family and according to the court records they are buying this on a land contract. Gary says his father tried to teach him electricity and brought home radios for him to work on, but he was not School: Interests: Health: Religion: Intelligence : 1'15 interested in these things. He says he wanted to drive a car and his father would not let him. He says he feels his father understands him and that he can sit down and talk with him, but that he went ahead and did as he planned. The following was mostly gained from.the boy; as there was little or no social history contained in the court records. Gary attended one grade school, one junior high school, and one high school where he was last enrolled in the 12th grade. He says he made poor grades in school but that school was not hard for him. LHe says he just had no interest in school and truanted and was expelled for incorrigibility. The court records state that he has a lack of application in school. He likes een teachers better than women because he feels they are easier to get along*with. He would like to go to school here and also when released. Gary says he has never belonged to any clubs or gangs. Gary likes to collect car maga- sines but has no other hobbies or sports interests. He says he has worked in.a .Brug store and has done odd jobs for work history, and would like to own a body shop for a future vocation. He says he has never used narcotics, does not drink, and has never had sexual relations with girls. He does smoke. Gary says he has never been seriously ill and appears in good health at the present time. Gary says he is Protestant but that he does not attend church. The court records also say the parents are Protestant. Abbreviated‘wechsler IQ 9h; average. rest lindings: Clinic Report: 116 The Machover Test shows emotional immaturity primarily. Certain characteristics are evident, such as tendency toward verbal hostility, dependency, sensitivity, distrust, and a tendency to project and repress. There are masculinity strivings and poor controls. The Sentence Completion rest points out a number of conflicts. One is in the area of trustworthiness. He is greatly preoccupied with the need for trust from others, yet frequently finds himself unable to be trustworthy. He is easily influenced by others but yet is immaturely stubborn. He has a need to be accepted but yet frequently comes in conflict with others and is disappointed when people don't live up to his expectations. He is also conflicted regarding authority. In addition, he has problems in lack of competence and achieve- ment. Defensively he tends to project, rationalise, and repress. He is a neurotic boy. The records state that Gary was expelled from.achool for fighting and is said to lack application in his studies. In talk- ing with Gary, one finds that he puts a great deal of emphasis on good family rela- tionships, but one gets the impression that he is repressing a great deal. Much of his conversation indicated prOblems with sensi- tivity and conflict with peers. He is aware of his lack of control and admits that he is a rather contrary individual. Gary is a fifteensyear old of’average intelligence, about a year and a half retarded in scholastic achievement, hav- ing averagehand toel dexterity. .A large discrepancy in IQ in favor of verbal indi- cates severe inhibiting factors in the per- sonality; Examination indicates that emotional disturbance is responsible. He Behavior to watch for: ‘What the boy needs: 1177 is extremely immature with.a lack of self~ control and is developing a number of neuro- tic conflicts. Personality problems show up in difficulty in grasping directions. The prognosis is questionable. 1. 2. 3. 1i. 5. 1. 2. 3. Difficulty understanding directions. Touchiness, defensiveness, easily irritated. Hostile, fighting, stubborn, contrary. Poor self~control. Lack of confidence. work him gradually into assignments. Help himmachieve recognition in school. Consistent handling. ‘1‘ if BEEE I sang. Problem: hmily Background 3 School: '_ -'; - ‘ . . u. .._'_3 EYES, BLUE; HEIGHT 5'21 HAIR. BROUN‘ COMP, DARK. 1:13 2.3. -O-' Case HistoryI White Protestant Cary, age lb, has been known to the court since August, 1957, for bicycle theft, truancy, keeping late hours, theft of seven automobiles, breaking and entering two bar- ber shops and three schools, safe-cracking and larceny. Gary reported his delinquent record in a non-committal fashion and said he only went along with the other boys. He said his truancy was the result of nobody being at home to get him up in time for school and that it was easier to stay home than to-go to school late. Gary was born in Michigan, and has lived here all his life. He lives with his father. Gary's parents separated about six months ago and his mother has taken the four younger children. Gary says he gets along well with all his siblings and misses the younger ones. He said he was not happy about the separation but there was nothing he could do about it. He became very apprehensive when the subject of his parent's separation is mentioned. Gary says that he lives in a nice house but it was pretty small and his father hopes to buy a larger one soon. The father is employed at car manufacturing, and gives him all the money he needs. He claims that not having anyone at home to get him up for school caused him to be late, so he skipped school. Gary last attended the seventh grade at B elementary schoel. He says he was able to do the work but did not go to school every day and this was school hard for him. The court papers stated Cary Religion: Interests: Intelligence: Test Findings: 119‘ was an eighth grade student, a chronic truant, and brought obscene literature to school. Gary is of the Protestant faith.but he does not attend church.and has no prefer- ence for any denomination. Gary says he likes to watch and to play baseball. He belongs to no clubs or organ- isations. He says he has several buddies he hangs around with, but does not belong to any gang. .He said he smokes a little, does not drink, and denies heterosexual relationships. In fact, he stated that he did not know anything about sex “and that stuff.” [He said he would like to attend school full time at BTS. His future occue nation goal is to get a Job, maybe as a truck driver, but he wants to finish high school first. Estimated Hechsler-Bellevue IQ (Form 11) 100; average range. The Machover Test shows that Gary is emo- tionally immature, with.an unusually high anxiety level; however, this is not parti- cularly manifest clinically. The manner in'which.the drawings are executed suggest rejection.by the female figure. Hostility is prominent and the boy appears to be rather selfish. The Sentence Completion is that of an insecure, lonely, dependent boy. Relations with people and self-centered problems predominated on the Monney Check List. The records indicate that Gary has been a truant from school many times, keeps late hours, sleeps days, and brings obscene literature to school. The boy was involved in B and.!, anus, and safe-cracking. He also did great damage to the inside of a house. His delinquency appears to be of a Clinic Report: Behavior to watch for: ‘What this boy'needs: 129 rather short duration. Gary lives with his father and stated that his mother left home around August and he does not know the reason. He stated that ~ he gotalong better with his mother, but one suspects a poor relationship with both par- ents. when asked about his temper, he admitted that he has a temper, but he can hold it when he knows he has to. |l'his would appear to characterise his other behavior, also indicating the need for close super- vision. Cary is a slender fourteen-year old of average intelligence, about one year re- tarded in scholastic achievement, having superior tool dexterity. He is a rather anxious, insecure boy, whose home has been recently broken by the desertion of his mother. Gary's delinquency appears to be of‘a rather recent origin, perhaps associ- ated with the above. This boy would require rather close supervision. 1. Rather immature, impulsive boy. 1. Close supervision and acceptance by supervisors. 121 BLACK; mg. BROWN; coup. LIGHT; BUILD, TALL gym. Problem: Family Background: Case History, Negro Protestant Henry was committed to our school for his part in the B and 3 of a grocery store, from which he and his co-delinquents stole beer, wine, and canned goeds. On August 1*, 1957, he was placed on six months probation for difficulties he had been into prior to this date. His delinquencies go back to August 23, 1955, when he and a companion were in a car which was parked on a lot. They were smneuvering the car to get it off the lot and drive it away. They were caught by a police officer and the owner while attempting to escape. Il'hey were given a warning at this time and placed on unoffio cial probation. In September of that same year, Henry and another boy used a truck to drive around the grounds of the company. They also had on their persons some cigars that they stole from the offices. Henry had been living with his mother and stepfather just prior to his committment to are. His mother gave birth to Henry while living illegitiutely with the boy's father. He was last known to be living in Chicago, Illinois. Il‘he boy's mother remarried in 1943, the husband never divorced his previous wife. They had two children by their marri- age. i‘he father of these children was sup- porting them until August, 1955, after he had divorced Mrs. Y. The twa girls at the time were temporarily removed from the mother's one-room home and placed in the home of the father. According to the court papers, the one-room home was not enough room for the children and there was hardly enough room to eat. hrs. 1. has since then School: Interests: Health: Intelligence: Test Findings: 122 married a Mr. L. who is #2 years old. They presently have a new-born girl in the family. The mother has given the court reason to believe that Henry is far beyond her control. If he behaves, he may stay at home, and if he doesn't, then the court can just take over. The home offiHenry is such that he has learned to do things for himself, espe- cially in school, since he had no incentive at home. Henry told the worker that he had no particular problem in the home. Henry was last enrolled in the 8th grade. He was an excellent student in the past‘ as he has three report cards with.all “A's and "B's.” During the past few months he has let his work habits slip considerably. There were no problems reported in school with.Henry in the past. Henry does not have any affiliation with any organised groups or clubs. He told worker that he smokes and drinks but has had no experience with.any kind of dope. He likes parties and dances as part of his recreation. There is some interest in .sports also. _ Henry told worker that his present health is good and that he has never been seriously 111 in t1” D‘Ite Full scale IQ 10#, average range. Henry shows on the Sentence Completion Test that he would like to have his own way and feels quite adequate in levels that make the acceptance of authority control rather difficult. He lists about the usual number of problems on the Mooney Problem Check List and feels that his most impor- tant problen.is four infected teeth. The Machover reveals a rather inadequate identi- Clinic Reporta' Behavior to watch for: What the boy needs a 123- fication to the father figure and extreme variations in his feelings toward the mother. This my be seen as wanting the mother to accept him but not to control him. It is felt that he has not accepted the stepfather on an emotional basis. Henry is a tall slim boy who tests to mve average intelligence and superior hand toel skills. He is retarded one year in arith- metic but shows above gods level reading ability. This boy has much better capa- cities and social talents than would be expected from a rather poor home situation. It is felt that he was attempting to estab- lish independence rather than trying to be anti-social. 'i'his boy shouldbe easily handled in our program and will probably benefit from the experience here. 1. No special pathological behavior is expected. 1. The average support and supervision. APEENDIX B THE STUDY April h, 1958 Today the group leader met with the selected ”guided group” for the first time. The room designated for the group sessions was not unlike any other room except that there were two small tables and a number of chairs around the tables. Leader arranged the tables similar to ones found at an executive board meeting with the director at the head of the table. ‘ A knock on the door signified the boys! arrival. One by one they filed in, some occasionally glancing at leader, but most of them.quiet and glum. Together there were eight boys present, two being absent from the first session. During the pre-session gathering of the boys leader noticed that there was very little conversation among them. There was no laughter; most of the boys sat down quietly as if awaiting the next order. Leader sat directly at the head of the table. The session began.with Leader asking each boy his name. This was repeated as Leader pointed to each.boy a second time to be sure he had their names right. Robert corrected 126 Leader that he was "Bobs” he told Leader this was what he was usually called. Leader said, "Okay,” and proceeded to introduce himself. Ronald, who was sitting next to Bob, laughed and told Bob that "Robert” was the same as "Bob." In return he received a not too gracious look from Bob who blurted, "lo kidding." .All attention was on Leader now who had introduced himself and was telling the group a little about his back- ground, his interests, and his relationship to the group-- more or less a guiding sounding board. Leader continued informing the group that this was their group, their time, their privilege to discuss whatever they cared to discuss, and that the sessions were to be informal with their inter- sets in mind. .Also, they were informed, they really didn't have to say anything if they didn't want to. Furthermore, the boys were told, the leader might occasionally lecture or talk about juvenile delinquency, sports, religion, girls, sex, and ask questions like, ”What do you want out of life?” hit this point the boys looked at each other, mumbled a few unheard phrases, as if to as ”What's with this guy?" They already were sizing up the group leader. Leader casually drifted into a brief description of Juvenile delinquency, 1,21 explaining to the group that legally they were here because they had broken the law. Leader emphasised that they all would be leaving in a few months and taking their places in their respective communities. Up to this time Leader's informal introduction ’ revolved around delinquency, society-rules, the Boye Train- ing School, and its place in society. The group remained quiet. Leader went over the point that he did not expect anyone to trust him right away (especially since some adults had already abused these boys), and that any topic to be brought up could be done with free-feeling regardless of what they wanted to talk about. They were informed that all group sessions would be confidential. Leader then asked the group if they all went to school here,.and all anewered affirmatively. Leader followed this question with one concerning their rate of progress. The silence was broken by Gary 11., who stated he had mch difficulty in school on the outside, and was having some here but was changing his attitude. leader interrupted here, asking Gary what he meant by "change of attitude." can told the group he used to think he was better than anyone else and did not have to pay attention to anyone, especially his 128 teachers. He continued telling the group, who now focused their attention on Gary, that he, or anybody else with this peer attitude about school, was only fooling himself. Leader agreed, reminding the boys that it was better to join society than fight it. Gary nodded in agreement and looked at Leader with.a look that asked for a thank you for speaking up. Gary was thanked for his contribution. Leader then asked how many agreed to this line of reasoning. Jay, Ronald, Vincent, and Gary G. nodded in agreement. Henry, Bob, and Ralleigh continued staring into space. The conver- sation continued between Gary’H. and.leader, who cnntinued supporting Gary in his positive remarks. Suddenly Ralleigh broke in, looking at Leader and offering his ”two cents worth." 9A boy may do good here just to get out and goof up again on the outside.” leader agreed with.Halleigh one hundred per cent but fired back the question to Ralleigh,. ”Who is really getting fooled either way?" Ralleigh.looked from Leader to Gary'H. and back to Leader without answering the question. Leader dropped the school subject telling the boys that this was just one area the group could discuss at their meetings and that other tepics might be discussed, 129' topics such as girls, dating, drinking, etc. This brought an ”ooooh' from the boys, then silence. leader took the one by stating he was confused by the present day defini- tion of ”going steady."| Leader directly asked Gary G. if he ever went steady. Gary G. was mildly surprised by the question, looked at the other boys, straightened up in his seat and said, ”Well, I go steady.” He explained to Leader that going steady meant "...kind of a half-ownership in something that ain't quite anybody elses's.‘ Leader smiled, observing Henry, Jay andVincent also sailing. Bob contin— ued to be very serious as if he were pre-occupied with other thoughts. Ralleigh.at this time appeared pre-occupied, also, and put his head down on the table. The leader then asked who else had gone steady. Jay remarked that he did but was not new; everybody laughed but Jay. Leader asked Henry who replied he had a ”chick” but not a real steadygoing thing. The boys laughed apin at this, and leader Joined in the group laughter, too. The leader told the group he enjoyed talking with then and asked them if the group sessions were interfering ‘with.any activities. The boys said no. Leader stated that he would see them next week and dismissed them. 130 April 10, 1958 The boys came in together this afternoon. All were present. Seating arrangements remained the same, and the group leader observed that the majority of boys seated themselves in the same positions as last time. However, Bob and Gary Q,pulled their chairs away from the table making them.somewhat individually seated. Major and Henry sat next to each other: Marvin did not sit with the others but placed himself near the end of the table. Leader greeted some of the boys by their first names. Before proceeding‘with the group session, Leader Observed that the group seemed a bit more talkative than before and possibly a bit more relaxed. {Discussion,by'the Leader was guided into a review of the initial session. Review of the objectives of the group was presented, espe- cially to Marvin and Major who missed the first session. Leader again guided the discussion into school pro- gress, telling the group that Gary H. had made a most signi- ficant contribution to the group last week by stating one had to change his own attitude if he wanted to progress. Leader reinforced Ralleigh's opinion that doing good here only to get out might be the motivating force for a boy. 131 There was no comment from the group here, and Leader talked about the value of school remarking that perhaps a boy's stay at B.T.8. should be for one year. Ronald immediately broke in by stating, ”This would not benefit anyone, and if it became law, there would probably be a use break.” From this point the session became a give—andetake affair with . discussions involving all but Bob and Gary 0. who renaine-d silent and only talloative among themselves. _ Henry, Major and Gary H. were the most talkative today. However, Ronald and Ralleigh took an active interest in whatever particular discussion was taking place. The ses- sion, which was continuous for two hours, brought out some significant repressed attitudes of the boys. Following are the highlights of this group session. The leader, pinpointing the fact that 3.128. houses the least of society's so-called delinquents, stressed the fact that the great majority of teenagers were law abiding and did not fall into the class labeled ”juvenile delinquent." Leader continued his discussion by lecturing on the s-ll difference betwoen people in their real wants out of life, i.e., love, understanding, security, a chance to belong, to believe in something, religion. Leader projected himself .132 as an example, showing the boys that he was no different from most of them; that he may have had better breaks, may have had parents who "ain't" alcoholic, that don't commit adultery, that set an example, that are standard middle class'followers, but he was still essentially the same in his wants and needs as they. Silence. Leader felt the boys understood that he was trying to be fair in not labelling them human guinea pigs or some other name. Leader shifted his question to a direct manner and asked the group why they were here at B.T.3. Ronald: "One reason is our families; mother and father divorced, bad home, you know..." Leader nodded affirmative. Ronald continued, "...bad neighborhoed, no choice to domything but become part of the gang..." nalleigh broke in here to say, "All gangs ain't so bad.” Leader promptly supported this stating that this group could be considered a gang, a goed gang. lalleigh agreed, turning his head to lock out the window. Bob finally spoke up adding that he thought the family was not always responsible for delinquency, "A boy is responsible for his own acts." The group acted surprised when Bob spoke up. 133 Leader told the group Bob was also correct, that all in all, one is responsible for his own actions, but there may be some factors or influences responsible for being a Juvenile delinquent. Gary G. told the group, "lot having seney produces delinquency.” onenry followed by stating that drinking'was a bad influence or parents not being strict enough. Ronald, Gary 3. supported these factors as contri- buting to delinquency. Kerwin told the group softly that parents might be‘ggg strict and agreed with.header that this might cause a resentment on the part of the boy. Ronald again contributed significantly by asking the group: ”If your mother worked and your father drank, what would you do, sit in the house all day?” (This area of discussion carried over to the ”bad coapanions' theory which Henry'and Gary G. thought was a major contribution to delinquency.) Leader broke in here saying, ”What you say say be true, but you are the ones responsible for your acts." ”Maybe,” said Henry, “but if you don't follow the gang around, you're chicken.“ Leader supported Henry positively and added that this was a reality they must face upon their release from 3.1.3. Henry, Major, Gary 0., Jay, Ronald and Ralleigh stated they were not going to go back to the gang. Bob, 13h Gary G. and Marvin remained noncommittal. Leader asked why a boy Joined a gang. Major and Henry contributed much to this discussion since both boys were from high delinquency areas in "mm; 9" (Detroit). Major began by stating there was no choice but to Join a gang when they're going strong in a neighborhood, WAnyway, not being part of the gang makes anybody feel left out." Gary G., Rarvin, Jay, and Ronald nodded in agreement. Bob remained silent on this point and was talking to Gary G. in a private conversation. Suddenly, Ronald shouted, "Why in the hell don't you guys shut up and listen!" Henry, sitting near Ronald, gave him.a sarcastic look as if to imply, "Who are you trying to impress?” Bob and Gary 0. locked from.header to Ronald but became more attentive. Leader shot another question to the group, asking how long a boy could keep himself fron.Joining the gang. Henry turned the group's attention to himself by immediately answering, ”Rot very long.“ ingain he and Major told the group that in areas where they lived, not being in a gang could prove to be ”very unhealthy.” Henry added, If you can whip the gang leader, you can take over.“ It was obvious that Major and Henry enjoyed being in the spotlight, 135 and were basking in the glory of their past gang experiences. this group topic gave Henry and Major a chance to outline the operation of a teenage gang in a big city. Leader asked.Henry what made a smooth operating gang diffbrent from the Boy Scouts. Henry laughed, thought, and replied, ”Man, we ainfit no tenderfoots.? (Group laughter--Henry beaming.) Leader asked again if there was really much difference. Henry knew what Leader was after and stated, "Yeah, there is and it‘s in what you want to do or get." Leader said, ”I see. Thanks, Henry.” "That's okay," replied.Henry. Ralleighnwas leaning back in his chair with his eyes shut. Marvin seemed uncomfortable in his center-table chair and remained quiet and noncomnittal. Bob was strong-jawed and quiet: so was Jay, but Jay seemed to be sizing up the rest of the boys. Henry and Leader discussed the pros and cons of being in a gang. IHenry stated that it was profitable, refbrring to syndicates of organised crime. Major was iniagreenent with Renrymose main point was "Crime does pay." why shouldn't anyone want to be a king pin like Costello or Luciano? Henry pointed out at length the advantages of a 136 guy like Costello who has money, women, booze, and clothes. The group leader realized that Henry was verbalizing his values and obviously had a distorted idealisation of a gangster. Henry continued his glamorous dissertation on ”Mr. Somebody, U.3.A.," and all were attentive except Rall- eigh,‘who, on the surface, seemed indifferent to the whole discussion. Leader told Henry and the group that anyone could be like Prank Costello, that is, be in the rackets, but that most people were law abiding citizens'who valued a life devoid of fame achieved by criminally exploiting fellow citizens. .At this point the boys were glancing around at each other, as if to side against the group leader as a representative of law and order.. The leader was looking right at Henry in his reply. Henry became slightly restless in his seat and appeared to lose some of lie aploab. Leader's argument against Costello appealed to the group from