3 1293 10523 I " “M” , IUHIWHIHW“IWWWll“HUIHMUZHIHI“WW lV‘fSI.) RETURNENG MATERIALS: , PTace 1n boOk drop to LJBRARJES remove this checkout from .5...¢g...., your record. FINES will be charged if book is returned after the date stamped be10w. 'mv- mum.“ v’ k; ".,! V 3' . ‘ — :_‘;‘_ . v_.- .-. ,. ~"_‘-’ 1 ,h_ at? .: Us.“ 9 .4 . m mmmmr sum or m roam cm PROGRAM or FIFTY-FIVE BOYS mm mom BOYS'VOCATIONAL SCHOOL, LANSING, mcamm (February 1. 1952 - January 31, 1955) . :améi ‘ by Joseph Frederick Austin A PROJECT REPORT Submitted to the Department of Social Work Michigan State College in ?art1al Fulfillment of the Requirements for the Degree of mm OF SOCIAL WORK July 1955 wmvedfieflc K M mmm,1eeewch Oommitt ee Head of Departmefit mm. LOXNOWGMENTS The writer is greatly indebted to Mrs. Lucille Barber for her assistance, constant supervisionand un- failing interest in the writing of this project. Grateful acknowledgment is also due to Dr. Ernest B. Harper, head of the Department of Social Work, and Miss Margery Ross for their overall guidance. the author wishes to express his sincere thanks to Mr. Manfred Lilliefors for his valuable help with the tech- nical aspects of this study. He is also deeply appreciative to Mr. Robert H. Wisner, alperintendent of the Boys? Vocational School, as veil as to Miss Ruth Bowen, Supervisor of the Children's Division, State Department of Social Welfare, for their permission to carry out this studs,r and to use the materials therein. The writer wishes to express grateml acknowledg- ment to Mr. Donald Church, Supervisor of Social Service at the Boys' Vocational School, and to Mr. Everett anith, mper- visor of-Field Services of the Children's Division, Who freely gave of their time and enabled their staffs to give much valuable assistance in the use of case data. To the writer's wife, Alice, go thanks for her never- failing interest , encouragement, and helpfulness in the 11 writing of this project. 'Jhe author wishes to dedicate this study to her for her patience during the long period of working towards the Master of Social Work degree. 111 TABLE OF CONTENTS ACKNOWLEDGMENTS 11 mm or comma-s iv LIST OF TABLES v LlST OF CHARTS vii Chapter Page I. INRODUCTION .00...OOOIOCQOCOCOCOCCOOOOCOC 1 Il. msmmw. Bacxsaoonn AND comma: OPINION 3 III. METHODS my moms mom IN ms 8mm 000.000.0000...OQOOOOOOOOOOOOOOOOOO 22 IV. PRESENTATION AND ANALYSIS OF DATA ........ 29 v. W '0000000000000...0000000009000... 83 VI. CONCLUSIONS 00000900000000000000000000... 92 imam A. Schedule Used in This Study .............. 96 B. Cbmpiled Lave of 1948, Chapter 712-A ..... 98 0. Procedures of Boarding Care, M.C.I., 19¢? 99 D. Procedures of Boarding Care, children's D1v1810n, 1952 .0...OOOOOOOOOOOOOOOOOO... 106 E. Procedures of Boarding Care, Children's D1v1810n, 1954 eeeoeoeeeoeeeoeeeeeeeeeeee 109 F. Administrative Chart, Department of Social welfare .00.00..OOOOOOOOOOOOOOOOOOOOO0.0. 113 G. Administrative Functions Chart, Department or $0181 Welfare eceeeeeoeeeooeeeeeeeeeee 114 H. Supervisory Chart, Children's Division. 115 BIBIJIOW eeoeeeeeeeeeeeeeeeceoeeeeeeeeeeeeeeee 116 iv Table l . 2. 3. 5. 6. 7. 8. 10. 11. 12. 13. LIST OF TABLES MACTERISTICS 0? mm IN THE BOARD- ING CARE PROM OF B.V.S. .......... am: or Fm IN RELATION TO POSITION OF so: IN OWN FAMIIX ................ mam morons IN THE 3023' DELIN- QUENOI REOORO smear; COMMITMENT TO BOVOSO o.seesoeoeoeeoooeeeeooooooeoo TYPES AND NUMBER OF KNOWN OFFENSES PRIOR TO mMMITMENT TO B.V.S. ...... INTELLIGENCE QUOTIENTS OF BOYS PLA- IN ‘IHE EARDING CARE PROGRAM ........ SCHOOL ACRIEVMNT BEFORE COMING TO BOVOSO 0.0.0....OOOOOOOOOOOOOOOOOOOO NUEBER OF YEARS RETARDED ACCORDING TO STANFORD ACHIEVMNT m1: .......... LENGTH OF STAY AT B.V.S. OF BOYS PLACED IN EARDING CARE PROGRAM ..... COMMITTED FROM AND mom IN URBAN OR mm OOOOOOOOOOOOOOOOOOC.OOOO. SELECTED FACTORS OF HDYS WHILE IN mCMT COCOOOOOOOOCC00.0.0.0...00 VHEREABOUTS or Boys PLACED IN THE BOARDING cm PROGRAM (January 31, 1955) COOOOOOOOOOOOO0.00000000000000 PREVIOUS EARDING CARE EXPERIENCE OF EWING PM“ .OOQOOOOOOOOOOOOOOO AGE DIFFERMTIAL OF 68 mARDING PAWS AND WTHERS TO EDIS' OWN PAM AND mm oeeeeeeeeeeeeeeeeee Fags 35 47 49 51 53 55 57 58 62 64 65 Table 14. 15. 16. 17. 18. GIILDRm OTHER THAN B.V.S. mYS WITHIN m EWING Ham OOOOOOOOCOOOOOOOO... MSONAL RELATIONSHIPS OF mYS WHILE AT HOLE, B.V.S., AND EARDING HOME ....... SCHOOL ADJUSTMENT OF BOYS WHILE AT HOME B.V.S. AND BOARDING HOME ............. PLACEMENT women's CONTACTS VIN B0! AND BOARDING PARENTS (42 boys) A PLACEMENT WORKER'S CONTACTS um BOY, BOARDING PARENTS, AND GOLLATERAL TmyS) 0.0.0.0000...OOOOOOOOOOOOOOOOO vi Page 68 7O 76 79 81 Chart 1. 2. 3. 5. LIST OF CHARTS Tm REGISTRATION AND NUMBER OF BOTH COMMITTED TO THE DOIs' VOCATIONAL sCHOOL THO HERE LATER PLACED IN THE BOARDING CARE PROGRAM (February 1, 1952 tOJanum 31’ 1955) OOOOOOOOOOOOOOOOOO THE NUMBER 01' BOYS AND THE COUNTIES WHERE BOYS WERE PLACED IN THE BOARDING CARE PROGRAM (February 1, 1952 to Jan- um 31, 1955) see-eeeeeeeeeeeeeeeeeee ADNINIsIRATIvE CHARD OF THE STATE DI.- PARTITM OP SOCIAL WELFARE (Appendix F) ADMINISTRATIVE FUNCTIONS CHART OF THE ’ sTATE DEPARTMENT OF SOCIAL WELFARE (”pend-1x G) 0.0.0.0...0000.....000... SUPERVImw CHART 0F 'IHE CHILDREN'S DIVIsION STATE DEPARTMENT OF SOCIAL mzwpendix) H) COOOCOOOOCOOQOOOO vii Page 31 32 113 114 115 CHAPTER I INTRODUETIGN The purpose or this study was to explore the board- ing care program.of the Boys"Vocationa1 School, Lansing, Michigan; to determine what contributing factors might be responsible for the 'success' or 'failure' of the fifty-rive boys in this program. This study includes the period from February 1; 1952 to Jannary 31, 1955. The focus or this project is on the fifty-five boys who were referred and released from the Boys' Vocational School during the period mentioned. As or February; 1952, the responsibility for the placing and supervision of the boys from.the Boys' Voca- tional School was shifted from the Michigan Children's Institute to the Children's Division of the State Depart- ment of Socialwelfare.l The Children's Division through its District Consultants and its thirty-rive County Child welfare WOrkers secure the boarding care homes, give guid- ance and supervision to both the boy and the boarding par- ents prior to the actual placement of the boy and also during the entire placement. The Boys“Vocational School is the only state in- 1 See Appendix.F,G, and‘H, PP- 113. 11h» and 115 respectively. -2- stitution for the training of delinquent boys in Michigan. Boys who are between the ages of twelve and seventeen are committed to this institution from the eighty-three counties in Michigan. The county probate courts may send a boy to this institution if he is within the provisions of Act 54 of the Public Acts of 1944. 2 _ Up to the present time, no studyhas been made of the boarding care program of the Boys' Vocational School. Consideration is now being made concerning the possibilities of increasing the present boarding care program. he writer hopes that this study will aid those who will be making the changes in the present program. In 1954, while doing a student field work placement at the Boys' Vocational School, the writer became interested in doing a study or the boarding care program of the in- stitution. After a review of the present program, it was decided to limit the study to the period when the Children's Division had taken over the responsibility for the actual D placement of the boy. It is hoped that this study will help to give a more understandable picture of the boarding care program or the Boys' Vocational School. Secondly, the writer hopes that the information so gained will aid in the plan- ning of future boarding care programs. 2 see Appendix B, p. 98. . oar... .. _ _ avd *....... . CHAPTER II HISTORICAL BACKGROUND AND CURRENT OPINION Since the setting involves both the Boys' VOcational school and the mailer-en's Division, it will be well for us to look at their developmental history in so far as it fits this particular study. gels] Vocations; School In 1855 the Legislature authorized the establishment of a House of Correction for Juvenile Offenders to be lo- cated at Lansing.3 On September 2, 1856, the new institution opened and shortly thereafter, accommodations were built to house 152 'inmates'.4 For a quarter of a century, the institution also admitted girls. his entire building area was surrounded by a high board fence. The law provided for the comitment of Juvenile offenders of both sexes. Every person who, at the time of his conviction for a criminal offense, ‘7. s. is under the age of fifteen years, or those who are between the ages of fifteen and twenty years of age, and who were deemed fit subjects by the circuit court or other courts having Juris- 3 Public Acts of Michigan, 1855. no. 78. 4 Boys' Vocational School, Lansing, Michigan, Elston for Conspgotug: Hichigan Document, Building and Construction Division, State Administrative Board, 1948. J!»- diction, may be sentenced to the House of Correction for Juvenile Offenders, for the term of their inprisonment.5 Many changes were made in the ages of commitment and discharge through the years. his upper limit was placed at sixteen years in ~1857‘ and remained the same until 1917, when it became seventeen years. During this same period the lower limit was changed from seven years to ten years, and then finally to twelve, which it is at present. Under the early laws, commitment was until the boy should become twenty-one years of age or be discharged. In 1877 the up- per age limit was changed tc 18 years, and” 1885 it was again changed to 17 years. ihe change made in 1917‘ and which re- mains in effect today, provided for the commitment of boys under 17 and over 12 years of age, to remain until they reach the age of 19 or are discharged. Through the years, the original, purely custodial function of the institution gradually gave way to a program of training and education. It is interesting to note the change of names which reflected greatly the changing phil- osophy of treatment. In 1859, the original name, House of Correction for Juvenile Offenders, was changed to Reform School.5 In 1893', the name was changed to Industrial School 5 Austin H. MacCormick, 'e Michi an s' Vocation Sghcol, Lansing: The Report of g girvey me forthe Cover- fir s Survey nglnit‘tee, New York, Osborne Association, Inc. , 5 Public Acts of Michigan, 1859, No. 139. -5- for Boys-{fend in 1925 was made the official title Boys' Vocational School.8 ' ‘l'he Boys" Vocational School is a residential school for the trainingbf socially mal‘adjusted boys. Its purpose is to assist boys who have become socially unacceptable to prepare themselves for a successful adjustment to their home comunities upon release. It is operated as a school for boys, twelve through nineteen years of age, who have been committed fer care by the probate courts. ihe normal population to which the program is geared, is 350 boys.9 According to the institution's staff, the population has fluctuated from 350 to 400 bays during the period of this study. There has been a noticeable decrease in the average length of stay, mainly due to the increase of commitments. If the present rate of delinquency continues to increase while the rate of population within this age range increases within normal expectations, there will be‘even more problems of overcrowding for the institution. ‘Ihe crowding of the school would be even more severe except fOr recent amendments to the Boys' Vocational School Act.10' One amendment provides that: - L1 7 mblic Acts of Michigan, 1893, No. 9. 3 Public Acts of Michigan, 1925, No. 185. 9 Michigan Social Welfare Commission, 'th is Rs rt J l 2' to June 1 4, Lansing, Michigan, December 19 ,pp.111c ,_ ,, - ' 1° Public Acts of Michigan, 1925. No. 185. as amended by Act No. 122, r.A. 1953. -6- ‘the boy shall be held by the Superintendent without formal admission to the school pending further examina- tion. The Superintendent, as soon as practical, shall obtain for each boy so held a physical and mental exam- ination by a medical doctor, a psychiatrist, and a clinical psychologist. me Michigan Social Welfare Commission. may, because of mental or physical defect, exclude from admission any boy who would be unable to profit from training, or, at the option of the Judge who committed the boy and if the nature of the defect would not endanger other boys in said school order the boy admitted and care {or him at the expense of the county of commitment.1 . Another amendment provides that: under the rules promulgated by the Commission with the approval of the Commissioner of Corrections, the Mich- igan Reformatory, probationary work camps, and other facilities of the Department of Corrections, except prisons, may be used temporarily for the protection and correction of a boy 16 years of age or Older heretofore or hereafter committed to the State Department of Soc- ial Welfare under this act when such boy has been found _ to be so aggressively out of controllgs to be a menace to himself or others in said school. Eighth Biennial Report states: These amendments have been in effect since October 1, 1953. Under them 17 boys have been-declared unable to profit from training at the school and one boy was assigned to the Department of Corrections for temporary custody. ihe' provisions of this act have thus been beneficial,- both in helping ease the problems of intake, and in pigtecting boys who are profiting from the program. As mentioned previously, the program of the insti- tution is geared to meet the needs of the socially malad- Justed boy. Soon after the boy has been admitted to the 11 Ipid., Section 2. 12 Ibid., Section 3. 13 Michigan Social welfare Commission, 92. 93., p. 4. .7- school, he is interviewed by the. social worker who intro- duces him to the programand helps him adjust to the insti- tutional type of program. Shortly after his stay in the Reception Cottage, during which time the boy is introduced to the rules and regulations of the school, the boy is seen by the doctor, the psychiatrist, the clinical psychologist, and the social worker once more. A social worker is assigned to be his counselor during his stay at the school. the case conference approach is used to determine the type of program best suited to each boy's needs. The term 'case conference' refers to a procedure by which a boy's'problems are considered by a group rather than by an individual. The case conference group is made up of repre- - sentatives from Social Service, the Psychological Clinic, Home Life, the School and the Deputy Superintendent. This approach is used in determining a boy’s assignment, in meet- ing disciplinary problems, and in reviewing a boy's progress. The boy's counselor is his personal representative at all conference sessions. 'Ihe boy may be referred to a case conference committee [at any time that his counselor feels there is need for a conference and that such conference would benefit the boy. The program of treatment for the boy is developed through the home life of the residential unit, through physical and mental health services, through re- ligious guidance and training, through counseling under a -8- social service staff, through training in an academic school, and through mextensive recreational program. me residential units of the school are cottage type dwellings. An effort is made through case conference procedure to place each boy in the type of cottage which will offer him the best opportunity to grow socially and to receive the type of parental care he needs. In addition to eleven basic cottage units, there is a reception cottage for new boys, a special treatment cottage for boys with severe emotional problems, and a cottage unit with greater security features for the more aggressive type of boy. he security cottage'unit is managed by two cottage fathers, while the other cottages are managed by a man and wife team. The security cottage unit offers closer supervision than the regular cottage unit. It provides greater protection, but retains the cottage type of environment, although without a cottage mother. Health services are provided through an institution hospital unit and dental clinic. The hospital is operated under the supervision of a part-time physician and a staff of four registered nurses. It is equipped to provide gen- eral medical care. Mental health problems of the boys are met by a psychiatrist on a half-time basis, a psychological clinic, and a social service department. Psychometric examinations are conducted in the school’s psychological clinic. ihese -9- examinations are designed to measure individual intelligence, mechanical aptitude, scholastic achievement, and personality problems. Religious guidance and training are available for all the boys. The school employs a full-time frotestant chaplain and a part-time Catholic chaplain. mess chaplains, as a part of the reception procedure, see theboys of their own particular religious faith when they are admitted to the institution. An effective religious program is maintained by adopting instruction to the religious problems discovered during these interviews. mis instruction takes place through the regular religious services as well as through interviews requested by either the chaplain or the boy. Social service planning and counseling are provided by a staff consisting of a supervisor and five counselors who are trained social workers. As mentioned previously, this staff becomes acquainted with the new boys as they are received. It prepares the admission suMaries on each boy, based upon material obtained through interview, from court records, by contact with interested agencies, and through the findings of psychiatrist and the psychological clinic. The counselors meet with the boys to discuss their adjustment and progress at the institution, their problems, and their plans for the future. The counselor represents him in all matters requiring casework help. He interviews the parents, conducts correspondence, and maintains a complete case re- cord. He arranges for boarding home care by preparing a placement sumuy which is sent along with the referral to the Children's Division who handles the placement itself as well as the supervision of the boy within the placement. He also arranges admission to hospitals and training school, or any other special services. Finally, the counselor arranges release plans for the boy in consultation with the Juvenile court in the county where the boy expects to live. his academic school at the institution provides regular education through the tenth grade and intensive re- medial instruction wherever necessary. A. complete school program is given including instrumental and vocal training, organized courses of instruction in machine, print, and general shop are given. “me boys are able to acquire on- the-Job training in general kitchen work, baking, tailoring, shoe repairing, carpentry, painting, laundry work, semi- skilled electrical work, and basic horticulture. me recreational program includes courses in health and physical education as part of the academic schooling, as well as recreational experiences in both active and pas- sive programs. Organized teams perform in both intramural and interscholastic contests. Other phases of the recrea- tion program include hobby-craft programs, music recreation, dramatics, clubs and organizations, and special activities. Prior to the release of each boy, an individual plan is formulated. All release plans are developed, in advance, by the school staff after consultation.with the commiting court. lhile the maJority-of the boys are returned to their own.homes upon release, there are some for whom boarding home care must be obtained. Home finding and supervision of the boys under-the boarding home program are provided by county children’s workers of the Childrenfs Division.of the State Department of Social Welfare. It ie said that this type of program proved to be a.very successful and econ- omical method or providing care for selected boys who other- wise would be stranded at the institution because they lack parents or relatives who can.provide a home for them. Since the purpose of this study is to examine this boarding care program, further consideration.at this time will not be attempted. 32.92.2922 The term 'foster care' as used in this study means the care that is given to children.who must be separated from their natural families. It is generally accepted that in.most cases fester care cannot meet a.child's needs as completely as his own home and parents. Therefore, foster care is a service to children and their parents while they are given.help with the problems which make placement ne- cessary. Historically, foster care was provided for dependent or neglected children. These were children whose parents were economically unable to rear them, or were considered by co Guild negle to he of t: meth: meat main net; give int. Car- and Par thr I’ A]:== m H -12.. so completely inadequate that parental rights were removed by court action, with a social agency given guardianship. Children were also placed in foster care because of serious neglect or abuse by their parents, with little or no attempt to help the parents remedy the situation before the removal of their child. For many years, institutional care was the chief method of rearing children away from home.14 With increasing understanding of children's needs, changes have taken place in the practice of fosterpare agencies. It is now gener- ally recognized that every child needs to be and has a right to be in a family where he has the feeling of belonging. Every child has a right to an opportunity for the develop- ment of‘ his native capacity so that he may become a self- maintaining individual. When parents cannot meet or be helped to meet their children's needs, children must be given an opportunity. for having those needs met elsewhere. The parent-child relationship is recognized to be of vital 1mportance,and the need to preserve this when it is the best interest of the child is a major consideration of foster care agencies. But it is also recognized that the rights and interests of the child have priority, and that when Parents cannot protect the child's best interests, society, through its agencies, must take appropriate steps to insure ¥ 14 Helen Hagen, ”Foster Care For Children", Egg; '0 k e book, ed. by Russell E. Kurtz, Anerican Boo - Btra'l'l'itrorgd F5333, Inc., New York, p. 225. (1951.) the c2 08390 dren': caret his 11 for 11‘ lati01 share care ' repre respo- is ca and e Place the t 1115c board State ‘30178 Plec -13- the child properly constituted legal guardianship and foster care. In.the boarding homes such.as are used by the Chil- dren's-Division, the boarding parents are paid for their care-of a foster child. The children‘s worker who places him.in a particular home carries the basic responsibility for him and for helping to preserve and strengthen his re- lationship with his own parents. This responsibility is shared with the boarding parents, who give him love and care twenty-four'hours a day. The children's worker, as the representative of the Children's Division, carries out the responsibilities and policies of the agency. Before placement takes place, a boarding care home is carefully studied and evaluated to insure the physical and emotional well-being of therchild to be cared for. After placement, the caseworker, through frequent contacts with the boarding care family, helps the parents gain understand- ing of the foster child who is living with them. At first, the Boys’ Vocational School began using hoarding care homes secured by county agents throughout the state. In.l925, new statutes were written governing the ‘Boys' Vocational School. 15 mess acts provided for temporary Placement of both boys and girls: in the care of any resident of this State who is the head of the family and of good moral character, and who 15 Public Acts of Michigan, 1925, N03. 182 and 183. d It eh the d of tk child bill -14.. will undertake to receive such cadet in his home, pro- vide for him temporarily and return him to lguch school upon demand of the superintendent thereof. It should be noted that these acts were set up to aid only the dependent child, not the delinquent child. During the next few years, Michigan provided much of the leadership in the area of boarding care for dependent children at state expense. It was actually in 1871 that a bill was passed creating a State Public School.” The purpose of the law was to create a State Public School for the temporary care of dependent children between the ages of four and sixteen. 'me state became the guardian of these children who were to be placed in suitable homes in good families. Until placement, they were to be maintained and educated in the State Public School. It was hoped that this bill would help to get the children out of the alma- houses and undertake care for them as a separate group. Home-finding and supervision were unified in the work of the county agent when the State Riblic School was established. In 1873,18 a state agent was designated to work with the children from the school. His work was 15 Barrett Lyons, "Procedures Relating to the Board... ing Home Program of the Boys' Vocational School in Coopers- tion with the Michigan Children's Institute", (Unpublished Report, state Department of Social Welfare, Michigan), 13. l. 17 Public Acts of Michigan, 1871. No. 172. 18 Lois s. Levinson, gistogzofthe Michigpp chii- t(ll'i en's Institu_t_et 1225 - 1546, Unpubl shed M.A. Thesis, vers ty of Oh cago, , p. 7. 8108] aupel Yelf peel dia Ins -15- chiefly home-finding, while the county agent's work became primarily supervisory. The county agent visited once a.year, except in cases where a special visit was ordered by the superintendent. In 1921,19 the State Welfare Department made the county agent responsible for home-finding and ine vestigation, while supervision was assumed by four district supervisors of the Department, who were to report quarterly to the school. Then in 1933,20 shortly after the aforementioned Acts 182 and 183 of 1925, supervision.was returned to the county agent who-continued to be responsible to the State welfare Department. Placement was made the duty of the su- perintendent of the school. One of the highlights of Michigan's development in providing boarding home care was the establishment of the Euchigan Childrenfs Institute in’1935.21 which grew'out of the State Public School. The purpose of the law was to pro- vide family home care for'those children committed to the care of the state by placing them in selected foster homes and supervising them until they were released from the guar- dianship of the state.22 The first law governing the Michigan Children's Institute provided for the care of three groups 0f children. 19 ;hid., p. 7. 2° Ibide, p. 7. 21 rubiic Acts of’Eflchigan, 1935, No. 220. '22 Ibi . -15- The first group included the children who were presently under the control of the State Biblic School. The second group included any child under fourteen, who was found to be dependent or neglected by the Juvenile court, provided that the child was sound in mind and body and free from chronic or contagious disease. The third and last group included those children who were wards of the probate court. This last group could only be admitted for observation for a period not to exceed thirty days if the Judge believed the circumstances of the case indicated that such observa- tion might be helpful or the condition of the child might be benefited. The period of observation could be extended to a period of not more than one year. In 1944,23 laws relating to Juveniles were rewritten, among these the law relating to the Michigan Children's In- stitute, which was first written in 1935. The new law again covered three groups of children. The law states that: Any child may be committed by the Juvenile division of the probate court to the Michigan Children's Institute: (1) who is abandoned by his parents, guardian or other custodian, or who is other-wise without proper custody or guardianship; (2) whose home or environment, by reason of neglect, .cruelty, drunkenness, criminality or depravity on the part of the parents, guardian or other custodian is an unfit place for such child to live in; (3) any child now attending or under the control of the Boys’ Vocational School at Lansing or the Girls' Training School at Adrian, may, upon recommendation of the super- intendent, be transferred to the care of the Michigan Children's Institute for placement and supervision, when such transfer will materially benefit the child either 23 Public Acts of Michigan, 1944, No. 8. -17- mentally or physically.24 It was shortly after the passage of this law that boarding care plans were'made for the Boys' Vocational School. The‘problem of placing boys who were ready for release from the institution, but who had no place to go, had always been serious for the Boys‘ Vocational School. Often, even when the court had indicated that the child's own home or the home that he came out of before being ad- mitted to the institution was unsuitable, the child would have to be returned home since he had no other place to go. Thus, in all probability, the child may have to be returned into the very situation which gave rise to "his- original delinquency. In.many cases, children were retained in ine stitutional custody after they are ready for discharge. It was hoped that this new law would establish a limited hoarding care program through which children who have completed their training program but for whom no suit- able‘home exists, can be placed in supervised boarding care family homes and their adjustment to normal community life thus facilitated. Later in 1944, the Legislature responded by appro- Misting-820,000 to the soye' Vocational school for the fiscal year 1945. This amount was to be used specifically to develop a sound boarding home program at the institution. fiery year since then, a similar amount or more has been —_‘_~ 24 Ibid., p. 12. -18.. appropriated for this program. It is said that the only reason the program has not expanded is due to the difficulty of finding homes. In July, 1947, the facilities of the Michigan Chil- dren's Institute were called upon to handle the work of placement and supervision of boys referred from the Boys' Vocational School. Definite details were stipulated so as to clarify the program.25 ‘ihe Michigan Children's Institute placement program for the Boys' Vocational School continued until January 31, 1952, when the Children's Division of the State Department of Social Welfare became responsible for the program. De- finite procedures were worked out between the Boys' Vocation- a1 School and the Children's Division. These procedures cover the following areas:‘ referrals, board, clothing, medical care, incidentals, supervision, and truants.25 The staff of the Children's Division was instructed to follow the procedures in all‘plaoement proceedings. The procedures were revised in April 22, 1954, when certain changes were made to give more specific directions for the carrying out of the procedures prescribed previously.” The Children's Division workers were urged, despite other responsibilities, * 25 See Appendix C, page 99. 25 See Appendix D, page 106. 27 See Appendix E, page 109. -19- that the referrals from the Boys' Vocational School should be processed as rapidly as possible. Emphasis was made of the fact that the Children's Division had assumed respon- sibility for the placement-service and that an important part of the program depended on the speed with which these boys can be placed. miswas felt to be very important since many of the boys had been in the school too long at ‘the time of the referral. Placement of boys in this age range is said to be most difficult, being more or less a stop gap for the most part, since boys of this age have the least to offer board- ing home parents. Boys of this age, for the most part, find it extremely difficult to relate to a new family. It will be well to take an overall view of the pro- blem of relationships which a boy must face during the board- ing home process. First of all, the boy has been placed in an institution where many new relationships must be formed. He no sooner forms a relationship with the counselor at the Boys' Vocational School, when he finds himself having to forms new relationship with the county children‘s worker who is to be- his placement worker. The placement worker tries to ease this situation by visiting the boy at the institution, so as to get acquainted with the boy. The worker is aided by the placement summary which the Boys' Vocational School sends with each referral to the State Department of Social Welfare. 'mis placement summary covers the probate court papers, the admission summary, the reception cottage summary, brief’summaries from.both the psychological clinic and the psychiatrist, as well as a summary of the boy's adjustment in the total training pro- gram of the Boys' Vocational School. iEVen.before the referral has been.made to a par- ticular worker, the workers are continually attempting to locate boarding homes where parents will be willing to take a boy who in.most cases has a record of many delinp quencies, and possibly many previous foster home failures. When.the boarding home is finally secured, the worker dis- cusses a particular placement both with the boy and the boarding parents. If all persons involved agree to this plan, the worker takes the boy for a brief visit in.the home. Once again, if both parties are agreeable, the boy is placed 'in the boarding home. During the period of placement, the worker makes regular visits to the boarding home to help both the boy and the boarding parents work out any problems that may occur during this new relationship. The worker also contacts the school if the boy is to attend. It may be necessary _for the worker to help the boy secure employment. Quarter- ly reports concerning the progress of the placement.must be sent out to both the Boys' Vocational School and theChil- dren's Division. For the many other details which may come up, it is necessary for the worker to follow the directive -21- set up by the Supervisor of the Children'aDivision.28 28 See Appendixes D and'E, pages 106 and 109. Hote- Historically and traditionally, the term 'counselor' has been used and is now being used at the institution when reference is made to the trained social workers of the Social Service Department.or Boys' Vocatibnal School. QIAPTER III METHODS AND mocsncm mm IN ‘IHIS STUDY As in any exploratory study, there are many serious limitations in the data on which this study was based. The number of cases contained in this study is small, even though it covers the entire universe within the period studied. Scope, me scope of this study covers the foster care pro- gram for the fifty-five boys released from the Boys' Voca- tional School, Lansing, Michigan, during the period'covering February 1, 1952 to January 31. 1955. this study involves the total number of boys placed in the boarding care pro- gram by the children's Division staff. Many other boys were referred to the Children's Division of the State Department of Social Welfare, but since the referral notices were later cancelled by the Boys? Vocational School before actual place- ment, they are not included in this study. Only those boys who were referred for placement by the Boys ' Vocational School to the Children's Division and were actually placed in boarding homes by the county children's workers were in- cluded in this study. » Methodolo ‘ The actual collection of data was preceded by a -23- number of steps, as follows: First, the area of study was defined as these boys whom the Boys' Vocational School re- ferred‘ to and were placed by the Children's Division of the State Department of Social Welfare. Secondly, after many interviews with the staff of both the Boys' Vocational School and the Children's Division, as well as a study of published material concerning the Boys' Vocational School, the Children's Division, and the Michigan Children's In- stitute, and readings concerning boarding care of children, the. writer prepared a. schedule which would regulate the gathering of pertinent data.29 The schedule was organized into six divisions. They are as follows: (1) information concerning the boy and his background prior to being ad- mitted to the Boys' Vocational School; (2) information gathered from the probate court committing-papers and the boy concerning his past Juvenile record as well as certain data concerning his stay at the Boys' Vocational School; (3) the results of tests given by the psychological clinic at'the institution; (4) information concerning boarding care experience; (5) the amount of contact between the boy and his own parents while the boy was at the Boys' Vocational School and in the boarding care program; (6) an evaluation of the boy's relationships at his own home, at the Boys' Vocational School and in the boarding home. The -material asked for on the schedule was secured T 29 See Appendix A. Page 96' -24- from the court commitment papers, admission summaries, re- ception cottage sumaries, case records, psychological and psychiatric reports, placement summaries, letters, progress reports from the county children's workers, case records in the Children's Division and schedules sent to the various county children's workers who assisted in the placing and supervising of the boy in placement. The form of the schedule was set up so as to gather the information in the same sequence as it appears in the case data. ' Many difficulties occurred in the gathering of data as well as in the breakdown of individual groups of data. {the information available concerning many aspects of the study varied greatly. As to health, the terminology used in the records usually stated that the boy was in good health with no com- plaints. In rare instances, mention was made of an illness or disability which might affect his present or future status. After a survey of the records, the writer decided that information concerning the income and the economic status of the family was far too incomplete to be used. Ex- cept in the study of the boarding homes, there appeared to be no consistent plan for including specific information concerning income or economic status. It was quite apparent to the writer that it was al- most an impossibility to secure pertinent data as to the -25- number of contacts between the boy and his parents or re- latives. ‘ me records on each boy, both from the Boys' Voca- tional School and the Children's Division were used to se- cure the data asked for on theschedule sheet. Since the children's workers records on each boy were kept in the county, it was necessary to gain most of their information from the quarterly progress reports sent to the Children's Division and the Boys' Vocational School. Only in seventeen of the fifty-five cases did the writer have a chance to per- sonally review the county records. Many of the classifications used were borrowed from the Juvenile court face sheet.3o It was also necessary to study the Compiled Laws of Michigan31 to find their defini- tions of the various offenses. From the various sources the following definitions were compiled and used in this study: 'Larceny' means stealing or theft of any sort other than from‘a person. V'Breaking and Entering' means entering private property through the use of force causing damage to the property. ’Unlawful Driving Away of an Automobile' means entering a car, starting the car and driving the carhaway from the position from where it was found or left by the owner. _—__ 30 State Department of Social Welfare, in cooperation nth the Michigan Probate Judges' Association, Michi _-__5& Juvenile court Report 1252, Eighth Annual Issue, Lansing, 1953. 31 Public Acts of Michigan, 1939, No. 288, Chapter 712A, as amended by Public Acts of Michigan, 1944, No. 54. ~265- '1neori-i'gib1e_5' means disobeying the reasonable commands of the parent or parents. 'mnaway' means leaving home without permission for an unreasonablelength of time. 'Sex Offense' includes all heterosexual and homosexual acts-which are contrary to the accepted standards of the community and state law. 'Traffic Violations' means no other act is violated except traffic ordinances. 'Assault' means to do bodily harm to another person. lMalicious Destruction of Property' means the wilful destruction of property for reasons other than accidental. 'Drinking' means the consuming of alcoholic beverages. ;Robbery Onarmed' means stealing from a person without the use of a weapons 'Robbery Armed' means stealing from a person with the use of a weapon. - 'Inability to Adjust in Boarding Home' means not obeying the reasonable commands of the boarding parents necessitating the removal of the boy from the home. 'Others' includes all other offenses not listed above. lniece may include: careless use of firecrackers, arson, forgery, extortion, suspicion of murder, immoral association, falsifying age, begging, safe cracking, and being neglected by Parents. Inability to adjust in boarding home and neglect are \ -27- definitely not offenses as such, but these situations some- times add to a boy's record of delinquency and in many of the cases in this study may be deciding factors as to whether or not a boy should be committed to the institution.in viewing the total offenses he may have committed. Throughout the balance of the study, the terms 'success' and 'failure' in.placement are used. This classi- fication was used to evaluate the many factors observed in this study, even though realizing that the use of these terms were relative. The term 'success' was used to include those boys who were yet in placement, and.those boys who were released to their parents, relatives or the Service because of the age of the boy or because it was felt that the boy was now able to be released from the closely super- vised boarding care program. If the boy ran away while in placement, whereabouts unknown, committed additional offenses, was unable or unwilling to form acceptable relationships in the boarding home, and so was returned either to the Boys' vocational Sdhool, prison, or unable to be located, the A placement evaluation.was considered to be a 'failure'. Later material was evaluated according to the terms mentioned. Once the data was obtained, the next step was to ergmnize the information.into classifications. Some clas- .sificatione were easily made but in.some instances it was necessary to classify only according to a series of like expressions, since no coordinated plan.had been.Pr6V10ualy -23- set up. Once the classifications had been established, the data was tabulated._ The results of this tabulation will be found in Chapter IV. Degree gf’Validitz In gathering the material a certain degree of sub- jectivity was expected since no standardized procedure was ever introduced for the securing of information by those who had contact with'the boy. The data received depended largely on the individual worker of the court, of the Boys' vocational School and of the Children's Division, and the' writer's interpretation. The many differences in termino- logy used eaused great difficulty in the classification of the data. There was no attempt made to measure the reliability (1' the data with the exception of being able to cross checi: mmch information which appeared in many parts of the study. This information was verified with the Boys' Vocational School or the Children's Division. Again, no reliability test was used for sources of information. Such a test was impractical because of the many different persons involved in the writing of the records, as well as their inaccessibil- ity. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA This study concerns fifty-five boys who were placed in the boarding care program after being released from the Boys' Vocational School. The period of this study covers from-February 1, 1952 to Jamary 31, 1955. my; Home 31st me information is this first section was found in the commitment records of each boy and from the early inter- views with the boy when he was in the reception cottage. Emphasis was placed on securing all possible information concerning the individual characteristics of each boy and his family. The data found in this section, are but a part of the total existing data but the writer has tried to bring into this study those factors which may have a bearing on later placement adjustment. One must keep in mind that the material in this study is being considered so as to gain a clearer under- standing as to what factors are responsible for the 'success' or ’failure' in placement. The information is presented for. the'definite purpose of evaluating not only what has hap- Pened during the placement program but also what changes might be necessary in terms of building a more 'successful' V01 in -30- boarding care program for not only boys from the Boys' Vocational School but for all children who might be placed in future boarding care programs. Counties from Which E1319... Emitted Chart I on page 31 shows that ‘38. of the 55 boys came from counties south of the. miskegon-Bay County line, while 17 came from counties north of this line. Only 5 boys were from the upper peninsula. It was noticeable that the largest group of boys (8) came from Genesee County. Only 4 boys were from Wayne County, although, as is to be expected, a large number of boys committed to the Boys' Vocational School are from Wayne County. The general'policy seemed to be that boys who were originally committed from Vayne County should be returned to the Jurisdiction of the 'home' court. It was felt that the resources available in Wayne County were much greater than other counties throughout the state. No conclusive information was found to indicate why the largest number of boys were from Genesee County. qunties 113933- m..!9£g..13_1_§29_§ Chart II on page 32 shows that 37' of the boys were placed in counties south of the Muskegon-Bay County line and 18 boys north of this line. Eight of the boys were placed in the upper peninsula, while only 5 boys were originally committed from counties in the upper peninsula. There was very little difference in the number of boys committed both ||lillllellielallll‘IIIIIIIIOOII|IUIIALlllblll.n||l'el'llll'll'll'lclilluI'IIDIIOIIIII'IIIllllii‘lIsllllIIIIIIIIII'AIOIM I I‘II'IIIIIIOIIIIIIIIIIIOIIIOIIIleIIIICOIIIIIIIIOI|IIIOIlllllllllll'EZI' ull‘lllIlIIllllllllullllllll'lillllllICOIlOlllIIIIIIIOII u... lllllllIIIIIICIDOII\IIIIIUII TllllllIII‘IIIIII'slllIO'?OICCD'UI‘ .. 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D -..J )NM 2575‘; /ATOV ‘LMk’n—I 31 a?» -___J.._...i_-_L-.nL_____1_-_m '61 W o-fim :M—thamj ,Htcosm 11:41am 1m: m 17 «ART ; :7er wow 14-16mm M132: Watt-15a; This; “shim?” ‘ lII'IIII.IIIIICIOIIIIOIICIIIIOlIOIIIO'IOIOIIf- L C7. ii ‘i'rzsi 1177; CLJ'JHALLJQ LJ-‘.II Ui‘ Julie .‘ix'u'J 5 :J in If Eh i-aniu LA L)U:i*<.UiM.1 um - N fl ‘ r- ’\ » u, ‘ a) ~ ‘ ' 1 .r ‘-J“ *1 1 032320141 161/Tisa1a'a7sm‘1mzhf fl ‘7 e ‘V ‘ « . 5 ‘ —— 3 a» __ ' ... ”.450va CLINTON ‘11.!!me £1 - r ,2‘ I g 10% .L. I _1_~i .91. Jmmho' 1m ‘InAmr 15AI6N L—~1/hsmn 1G": VIA/63701.1 Jinn res—1m, 3 .32.. L)\\1 X it) -‘ 31 " -w 1 e - it‘llllilIlIIICIIllllllIltl'.'I|IIOII.IOI'IIIII' :Ivvll'110111IIll ' I~IDIO Ill!III!!!IIIII'.IIIIIIIJIIIIOII'I'IIYDII3"ICIlilllllllIIOOI'll'll.ll‘ll'|ll..la' 'II'lI'II'lII'IlllIUOI'|IIIIIIIIll;I!llllllllflllllfIIIDIIIIIIOIIIIII'IIIllll'IIIl'!IIIIIIIIIIIII"": ! 'llltttolo'(IIC‘IIIII'YII‘IIIIIOIIIVOIOI'IAIIIIJIIIIIIOIOJIIltlIIIll!llfl'lltlllli' \_ -33- north and south of the Huskegon-Bay County line and the num- ber placed north or south of the line. Only 7 of” the 55 boys in the study were placed in the same counties from which they had been committed. There could be at least two or more reasons for not placing the boy in the county com- mitted from. mat of the boys who had stayed at the institution longer than six to nine months had previously been released to their parents. After it was found necessary to recommit the boy for violation of parole, the county probate Judge was found quite reluctant to return the boy to his home en- vironment a second or even a third tine. This factor could also have influenced the decision to place the boy in a county other than the county committed from. Secondly, the difficulties in finding boarding homes for these boys might also be a deciding factor in the change of counties. Seven boys were placed in Jackson County, while no boys were placed in Wayne County. The main reason for the large number of boys being placed in Jackson County seemed to be that the placement worker in this county had been very successful in finding homes for the boys as well as very capable in working with the boys. The Children's Division is continuously looking for possible homes for-the Boys' Vocational School boys. Certain workers are used more thanaothers because of their success in finding homes for these boys as well as their ability to supervise the Boys' Vocational School boys. I. -3 4- B! W“ 1° 9!. m Table l on page 35 shows the characteristics of the boys in the boarding care program of the Boys' Vocational School. It is well to remember that some of the boys would have fallen into the next highest age group if age of the boy at the time of reception at the Boys' Vocational School was used rather than the age shown on the comitment papers. Since as mentioned before, only boys who are between the ages of twelve and seventeen may be comitted to the Boys' Vocational School. the age given on the commitment papers ‘ is used in this study. It is interesting to note that 41 of the boys later placed in the boarding care program were in the twelve to fourteen age groups. “me number of boys in each of these groups were almost identical, being 13. 15 and 13. Each of the first three groups either doubled or almost doubled the size of the last two groups. 'i'he number of boys in the fifteen or sixteen age groups were identical in number. there being 7 in each group. A study made in 1952 indicated that of the number of boys admitted during that year. 67 per cent were either fifteen or sixteen years old .32 The study mentioned covers only one of the three years within this study and so must be considered within this limitation. There seemed to be no indication that 'success' or A‘ 32 Valter as. Chun, I take of ' oc t o as 2 an I g; 33; School '13; Reference fie the Servéoes. npu ished . . . thesis. University of chigan._ . IP- 29. -35- Table 1 (I-IARAOTERIS‘I’ICS OF BOYS IN THE BOARDING CARE PROGRAM OF B.V.S again“; stic s Total Placement Evaluation Success Failure Total Cases...........__§§ 14 21 .482 a - 12 years................... 13 8 5 13 ‘years................... 15 10 5 14 years................... 13 7 6 15 yearaeeeeeeeeeeeeeeeeeee 7 5 2 l6 yeeraeeeeeeeeeeeeeeeeeee 7 4 3 Race White 51 31 20 New OOOOOOOOOOOOOOOCOOOO 2 2 O Ind-1m OOOOOOOOOOOOOOOOOOOO 2 1 1 Religion "muam 46 28 18 cathOlj-c OOOCOOCOOCOCCOOO 9 6 3 Living ammonts ’ With Both were. 8 5 3 With Father Only ..... . 3 3 0 '1th mmer only 0.0... 8 4 # With Father 8: Step Mother 5 5 0 With Mother 3. Step Father 9 7 2 With Other Relatives ...... 5 2 3 With Foster I’arents ...... 10 5 5 In Institution 7 '3 4 Marital Status of Parents Parents Living Together . . . 13 7 6 Father Dead . . . . . . 5 2 3 Mother Dead eeaeee 7 A 3 Divorced. Separated,Deserted 27 19 8 Other e e e e e e 3 2 1 -35- 'failure' in placement was in amay influenced to any great emtmt by the age factor of a boy. ES ce ggpgncestm mic classification came about through the accepted practice of using the information gained by the interviewer during the reception of the boy at the Boys' Vocational School as well as comitment papers and physical appearance of the boy. As far as could be ascertained, no scientific definition was used in the classification process. Table 1 shows that 51 of the 55” boys in this study were classified as white, while 2 were listed as Negro and 2 recorded as Indian. Since only small numbers are in- volved in the latter two groups, it would not be valid to compare the differences between ’success' or 'failure’. Mention was made by many of the workers in this study-that it was much more difficult to find homes for the Negro or Indian. It was felt that this could play a part in the decision as to whether these boys should be placed in a boardinghome. ihe writer believes that the information obtained in this study does not indicate factual data which would substantiate these assumptions. Time, the assumptions are only mentioned as a possible basis for more study in this area. WWW Information regarding a boy's religious preference is 001 it -37- is obtained in the reception cottage from the boy or from commitmmt papers. ibis cannot always be accepted as accur- ate since many of the boys do not know what church affiliation they have. me general pattern is to list a boy as Pro- teetant if he has not been baptized or confirmed in the Catholic faith, unless the boy claims to be Jewish. It was noticeable that no consistent information was available as to more complete data concerning a boy's religious prefer- once. This lack of more detailed and accurate information was never mentioned by the county children's workers who later placed the boys. ' Although 46 of the 55 boys in this study were said to prefer being listed in the Protestant group (see Table I), there did not appear to be any recognizable difference in the ratio of 'suocess' and 'failure' in placement between these two" groups . muss W at iii-a 2i mania-am. Only 8 of the 55 boys lived with their natural Parents (mother and father). Eleven were living either with their father or mother (see Table I), 3 with the father and 8‘ with the mother. Fourteen were living with either the father and step-mother (5) or the mother and step-father (9). Twenty-two of the boys had been either living with relatives (5). foster parents (10) or in an institution (7). or these boys having contact with at least one of their own parents (33), 24 were listed as being 'sucoessful' in place- -35- sent, while 9 were considered to have ._'failed' in placement. Vhile this was taking place, 10 were considered as 'success- m1' and 12 as 'failures' among these boys who had not lived with either parent. mis may indicate a need for more in- tensive work with the latter group who may be unable to form lasting relationships within a boarding home. It is noted that of those living arrangements where the manor had been present, 16 were in the 'success' group, while 9 were in the 'failure' group. In the'living arrange- ments where the father had boon present, 13 were in the 'suc- cess' group and 3 in the 'failure' group. Whether this dif- forence might be due to the closer attachment to the mother figure by the boy is not known from the limited information given concerning this relationship. Again, it might have been very helpful both to the counselors at the Boys' Voca- tional school and the placement workers to have had here information as to the boys' relationships with their parents. Salsa- mile 9.: Bessie Table 1 shows that 13 boys were living with both Parents. In 12 cases, either the boy's mother or father was dead. The largest single group concerns those families which were broken because of divorce, separation and desertion. There were 27 boys in this group; 19 of them managed to make 'suceessful' placements, while 8 were considered ‘fail- urea". Of those 13‘ boys living with both parents, 7‘ were considered 'sucoessfully' placed and 6 were listed as 'failures'. The ratio of 'success‘ and 'failure’ for those boys whose mother or father was dead was'quite similar to the group living with both parents. Of the 12 falling in this group, 6 were listed as 'successful' and 6 as 'failures’. The remaining 3 situations included in the “other" grouping included 2 boys living with their mother and her husband who was not their legal father. The disposition of the last case was not known from information given in any of the re- cords. In all, only 13 boys were living with both parents, while #2 boys fell in other groupings. Size 9; ,Fgmilygd Position of gel in m Table 2, page 40 shows that 50 of the 55 boys were the first to fourth child in their families. This was in contrast to the fact that only 23 of the families had four or less children. It is well to keep in mind that the younger brothers of those boys may not have reached the comittable age under the law. At this time, one is unable to state conclusively that the first to fourth child in the families within this study will or will not be more liable to be sent to the Boys' Vocational School. One can only consider what has taken place during the period of this study. Eighteen of the boys were the first child, while only three of this number were the 'only' child. his was the largest single group, with the later’groups steadily decreasing in number. Thirteen were the second child, Table 2 SIZE OF FAMIIE IN REIATION TO POSITION OF BOY IN own FAMILY Size of Position in Family Placement I Family Total Evaluation l 2 '3. 4.15 6 7 Success Failure Total'..118 1: ll 8 3 l l; 55 34 21 One 3 ' Two Three Four NUUIN Five 3 7 6 1 7 7 Six 5 uMHHu—I u p Seven 3 Eight Nine 1 1 11 I—‘l—‘mm HHHH Ten 3 O 5 2 O 6 3 4 6 1 2 3 9 2 1 l 4 l 1 0 Eleven 0 0 1 0 Hos-4mm Relive-Over , . l g -41.. 11 the third, 8 the fourth, and 5 the fifth to seventh child. As to the size of the families, the numberof boys within any one group was approximately the same in those families having two to six children. The largest single group was the families having seven children, since there wsrell boys in this group. It was noted that of the 32 boys who came from families having five or more children, 28 had been placed because the court refused to sanction the return of the boy to his own home. The 4 other boys in this group had no homes to return to. Eleven of the boys who came from families having four or less children were considered 'successful' in place- ment, while 12 were found to have 'failed' in placement. Of the 32 families having five or more children, 24 were found to be 'successful' and 8 were classified as 'failures’. History _9_f_ Boys' Qelinguencz It is hoped that the material found in this section will indicate the experiences each boy had with the court. In Michigan, the word 'delinquent' is used sparingly since the objective of present day thinking is to refrain from labeling our youth with stigmatising expressions. During this study, the writer has used the terms 'socially malad- Justed' and 'offenses‘ rather than delinquent or criminal acts when referring to the boys from the Boys' Vocational School. . -42.. w W In this study, it was decided to list the offense which was first stated on the commitment papers as the reason for comitting to the Boys' Vocational School. this method is often used in the Juvenile court reports. Table 3 on page 43 indicates that 39 of the boys had been committed because of offenses against property, 23 having been involved in breaking and entering, 10 for larceny, 5 for automobile theft, and 1 for forgery. Fifteen were com- mitted for offenses against restraint- Runaways with 7 in number were the largest group, while 6 were considered in- corrigible and 2 failed in boarding home placements. Only 1 boy was committed for offenses against the person, he having been involved in a sex offense. No particular pattern as to the 'success' or 'fail- ure' of placement seemed to be indicated'as to the three differentiations mentioned. Twanty-four of the 39 boys committed for offenses against property were listed as 'successful‘ and 15 boys were considered to be 'failures'. is to the group committed for offenses against restraint, 9 were 'successful' and 6 'failures' in placement. The only boy involved in an'offense‘against the person was ‘success- ful' in placement. Although the number is small, it is well to mate that the 2 boys who were committed to the Boys' Vocational School for failure to adjust in boarding home ‘ also were considered 'failures' in placement. This might -43- Table 3 SELECTED FACTORS IN THE BOYS’ DELINQUENCI RECORD BEFORE COMTMENT TO B.V.S. Total Placement Evaluation Success - Failure * characteristics _ 1‘ Tate-1 caseseeeeeeeeeeeee 55 :4 A 7 21 Reason Qmmittgg * Breaking a Entering............. 23 14 9 Larceny 0.0.0.0000... 10 8 2 UODeAeAe eeeeeeeeeeeee 5 2 3 Forgery eeeeeeseeesee 1 0 l Incorrigible ............. 6 4 2 Runaway 000.00.00.00. 7 5 2 Failure in Boarding Home........ 2 O 2 sex Offenfle 000.00.00.00. 1 l 0 Age First Known To Court .5-373‘831‘8 eeeeeeeesee’ee 10 4 6 8-10 years eeeeeeseeeees 7 5 2 11-13 years ............. 21 13 8 14'16 years eeeeeeeeeesee 16 11 5 Not Given .........._... l ‘ l o Relatives with Delinguent or 1mm RggOI‘d eeeeeeeeeseee £1 2"]; .6- race 11 7 4 Mother or Step Mother........... 10 6 1:. Brother or Sister ............. 15 13 2 .__ am 501‘ '8' ~44— indioate special problems which the boy was unable to re- solve during his stay at the Boys' Vocational School. La: ________nm tam 29. Lurt It seems to be significant that of the 10 boys who were known to the court between the ages of five and seven, 4 were classified as ‘successful' in placement, while 6 were considered to have 'failed'. On closer investigation, it was found that the main reason these children became known to the court at such an early age was because the court found it necessary to plan temporarily or permanently for the care of these children because of their being neglected or deprived, or because of the loss of one or more parents. 'Ihese experiences at that early age mav possibly have been the outstanding contributing factor in their later exper- iences which resulted in their being sent to the Boys' Voca- tional school and then in their finding the placement ex- perience too difficult. me largest single group of boys were first known to the court between the ages of eleven and thirteen. Sixteen boys were in the fourteen to sixteen age SI'OuP, 7 in the eight to ten age group, and information on one boy was not given. Thirty-eight of the boys on when in- formation was given were under the age of fourteen when first coming to the attention of the court. Only 16 were fourteen years of age or older. Other than the 10 boys in the five to seven age group, no real pattern seemed to be noted as to the age first known to the court and later -45- 'sucoess' or 'failure' in placement. assess: a: £2157 Essélzwsisaanalisssast.2:.Qaiaisalrzaaazaa 'funty-seven of the 55 boys had members of their family with known delinquent or criminal records (see Table 3). Fifteen of the boys had brothers or sisters who had delin- quent or criminal records. Eleven of the boys' fathers had criminal records and 10 of the boys' mothers or step- mothers had been involved with the law.. or the total of 27 boys who had members of their own family involved with the law, 21 were in the ‘successful' group and 6 in the 'failure' group. ‘Ihese figures are somewhat more favorable than the ‘ overall totals of 34 in the 'success' group as against 21 in the 'failure' group. mount (27 boys) breakdown re- vealed that of the 15 boys who had brothers or sisters known to the courts, 13 were in the 'successful' classification and 2 in the 'failure' group. Of the-17 boys whose father, mother, step mother, or combinations of both were involved with the courts, 12 were found in the p'successml' class and 5 in the 'failure' group- Just what factorauplaar a Part in this group being relatively more 'successful' in Placement than the total group is not known at this time. mam.nm here seems to be a wide variation as to the num. her of offenses a boy commits before he is sent to the in- stitution. This may be because each case is Judged upon the in: CB! -46- individual merits and needs of the boy or possibly because certain counties vary in their willinmess to work with a particular boy before committing him to the Boys' Vocational School. In recent years, there has been a trend‘to use probation as a method of treating delinquency, which. may account for differences in the number of offenses each boy commits before the probate Judge commits him. In one in- stance, a boy who had conmitted one offense (9. sex offense) was sent to the institution while another boy had committed over 60 offenses ( breaking and entering, larceny, unlawfully driving away automobile, and truancy) before being sent to the Boys' Vocational School. fable 4 on page 47 shows the group of 55 boys in this study committed a total of 358 offenses. One hundred and seventy-eight of the offenses were against property (larceny, breaking and entering, automobile theft, and destruction of property). Another 16} offenses were com- mitted against restraint, ‘run away' being by far the largest group (118 times), while the balance was found in descending order amongst truancy, incorrigibility and failure to ad- Just in boarding home. It is well to note that only three of the entire number of offenses were sex offenses. Complete information was not available as to the age of the boy when he committed certain types of offenses. The information available was found in most cases to give the number of offenses comitted during a certain period in the .47- Table 4 TYPES AND NUMBER OF KNOiN’OFFENSEB . rnion.ro COMMITMENT TO s;v.s. Age in Years Offense Total . 12 13 l# 15 16 Total Offenses 258 68 2} ' 51 ' 25' 45 MW. . 11:3. 22 25.. .23 5.9.. 15 i ' Larceny ;............... 94 18 21 14 34 7 Breaking a: Entering..... 6O 12 9 8 25 6 UODOAOAO 000.000.000.000 16 6 4 5 0 1 Destruction of Property 8 3 2 l l 1 Ag- Q not Restraint L61 a 55 25, 21 g_8_ MA'” OOOOOOOOOOOO... 118 17 #6 16 19 2° Truancy ............... 28 6 6 6 4 6 Incorrigible ........... 12 4 2 2 3 1 Failure to Adjust in Bone 5 O l 2 l 1 magnet Person 2 9. 3:. 9. .2. 9 Box Offense ............ 3 O l O 2 O 15*. 2-. 3.1. Z .5. 3. Other -43- boy's life. Hsntion was given to the age the boy was first known to the court and the age at comitment to the Boys' Vocational School. ' The classification system as used by the Boys' Vocational School was also used in this study in listing the offenses, such as offenses against property, against restraint, against the person, and other. the large incidence of runaways, truancy, and in- corrigible behavior might indicate a breakdown in the home situation. It could also indicate a need for a treatment program on the local level. sax-«>21 M8150 is an ibis section includes the educational data gathered from the boy's records concerning his school experiences prior to comaitment to the Boys' Vocational School and also during his stay at the institution. This information is helpful in evaluating the boy's educational abilities and progress to date. he boy's school programat the Boys' _ Vocational school is planned according to the boy's ability and previous experience. W..m1.asia Before mentioning the information gained in Table 5 on page #9, it should be remesbered that several different forms of intelligence tests were given during the three-year Period of this study. ihe information now being presented .49- Table 5 INTELLIGENCE QUOTIENTS OF BOYS , PLACED In.THE BOARDING cinn:raoaash wanna... ' ‘ Total» nan... none... ‘ Quotients Success Failure "ran Mi :5 n 60- 89;.....................’ 26 V ' 13 13 90-109 ..................... 22 18 4 llO-Abovc.................... 5 2 3 Unkmwn 00000000000000.00000 2 1 1 -50- as to intelligence quotients is given with these limitations. menty-six of the boys were said to have intelligence quotients within the 60 - 89 grouping, often called the 'fdull' norma.‘.l.'l or “below average." group. has second largest group consisted of 22 boys said to be in the 90 - 109 group- ing, often mentioned as the "average" intelligence group. Five had intelligence quotients of 110 or above, and infor- mation was not given for 2 boys. Of the 26 boys listed in the below average (60 - 89) group, 13 were found to have been _'successful' in placement and 13 fall in the 'failure' group. Of the 50boys who were considered above average in. intelligence, 2 were in the 'successful' class and 3 were found in the 'failures' in placement. In contrast to the first two groups mentioned, it was noticed that of the 22 boys in the average intelligence grouping, 18 were classi- fied as being 'successful' in placement and only 4 'unsuc- oessful'. 'Ihis might indicate that the problems presented within the boarding home were too complex for those boys of limited intelligence. It might also suggest that more time, patience, understanding and training is necessary both in preparing this group for placement and in helping the group during the period of placement. On the other hand, the above average group might have failed because of the lack of sti- mulus from the boarding home. .__.-18choo W Table 6 on page 51 shows the school grade achieve- Table 6 scsoor. ACHIEVEMENT 3mm: comma TO B.v.s. Age in Years Placement Evaluation Grade Total . 12 13 '14 ‘15 ’16 Success Failure ran. 1 ' 1 1' 1 7' 7 ” 34 21 Fourth... 2‘ 2 "o ' o o" "o“ ”2“ "0 Fifth 11 2" 1 1 o o 6 5 Sixth 11 g g 2 1 o 8 3 Seventh.. 19 0 § 1 3 1 1o 9 Eighth... 7 o o 2 1 3 4 3 Ninth.... 2 o o o 1 _1_ 2 o Tenth.... 3 O O 0‘ l g 2 l a Numbers underlined indicate boys who are in the normal grade level in relation to their ages. -52- ment of the boys in the schools of their home communities. This table indicates that only 14 of the boys were retarded one or more years in schooling and only 3 of the boys were retarded two years. It was also noted that the 14 boys who were retarded one or more years in schooling had 9 'suocess- m1' and 5 'unsuccessful' placements. ~ - Table 6 would seem to indicate that the boys were not too retarded in their school grades, but the results of the Stanford Achievement Test given to every boy at the Boys' Vocational School would indicate otherwise. Table 7 on page 53’ covering the results of the testing shows that a far greater amount of retardation was present than indicated by the higest grade achievement. It would seem to indicate that most of the boys were promoted in school with regularity according to school policy, regardless of whether they were ready to do more advanced work. The relationship between actual school progress and delinquency cazmot be evaluated at this time. the results of the Stanford Achievement Tests seem to Justify the remedial work given in the in- stitut—ion's school. 'ihis may be a significant point in the treatmentAprogram as help is given a boy in reaching his ”Posted level of performance. Boarding Esme Easement Hi story ‘ During the planning for the placement of the boy, it is well to know the factors which may give weight as to Why the boy is being placed in the boarding care program. NUMBER OF YEARS RETARDED ACCORDING TO STANFORD ACHIEVEMENT TEST . Years Retarded Table 7 Reading Grammar Spelling Arithmetic T'otal myEOOOOO'OO- More than One Year....... More than‘rwo Years....... more than Three Years...” More than Four Years...... * 55 55 :52 25.... 45 42 43 51 1+3 42 37 47 35 35 31 40 . 19 23 21 26 454. ‘lhis section not only attempts to list those factors, but also to give mention of the varied experiences of the boy within the total placement program. Lem_,9__f__,8tgz 53%! Vocational, School Tirelve of the boys stayed at the Boys' Vocational School up to a total of nine months before being placed (as shown in Table 8 on page 55), while the largest number of boys stayed from ten to eighteen months. ihe other 15 boys received training ranging from nineteen to thirty-six months. Of the boys found in the group having the shortest stay at the institution, 10 were 'successful‘ in placement, while only 2 were considered 'failures'. The ten to eighteen month group was the largest group of boys. Of the 28 boys in this group, 16 were in the 'successful' class, while 12 'failed' in placement. The last group of 15 boys who stayed the longest at the Boys' Vocational School had 8 who were 'successful' and 7 who were classified. as 'failures' in the hlacement program. . It was found also that 16 of the boys had been com- mitted to the Boys' Vocational School twice and 4 boys were committed three times. Only half of these 20 boys were 'successful' in placement. lInnis would seem to suggest that the chancespf 'success' in placementlwere greatly affected by the length of stay and the number of comitments to the institution. The factors causing the longer need. for train- ing would need closer observation before this assumption Table 8 IENGTH OF STA! AT B.V.S. 0? BOYS PLACED IN BOARDING CARE EROGRAM Placement Evaluation Length of Stay Total Success ‘ Failure ‘ " Total Boys 55 ‘ ‘44 ' 1 21 o to 9 monthBOOOOOO... 12 . 10 2 10 to 18 months........ 28 16 12 19 months and above.... 15 8 7 0011 09.1 -55- could be made. It may be that both the length of stay and 'failure' are the result of other factors rather than having caused each other. .222. mm 1191an m Table 9 on page 57 shows that although 29 boys came from urban areas and the remaining 26 from rural areas, only 17 boys were placed in urban areas, but 38 in rural areas. As the table shows, there seemed to be little difference as to 'success' or 'failure' in placement amongst those coming tron or being placed in the two types of settings. From information secured from the Boys' Vocational School and the Children's Division, the reason for the greater mimber of placements being in rural areas was because of the boys' preference and the availability of more rural homes for~the Boys' Vocational School boys. Also the standards for rural homes are less stringent and it is thought that rural areas 'present less hazards for the boy. mi .391 no 21.29.22 Table 10 on page 58 shows that of the 55 boys in this study, 43 were placed because the probate Judge in the com- Iflitting county refused to agree for the boy's return to his own home. In most cases the home report recuested by the Boys? Vocational School stated that since the home conditions which had contributed heavily to the boy's being committed to the Boys' Vocational School had either not changed or a -57- Table 9 OOMMITTED FROM AND PLACEMENT IN’URBhN’OR RURAL AREA nacgment Home 3919151118 Total Placement Setting .Evaluation Urban Rur a1 Urban Bur a1 Boys ‘ 22‘ '26" #5; ;1_ 18 Success. . . . . 18 16 34 ll 23 Fhllure...... ll 10 21 6 15 h -58.. Table 10 SELECTED FACTORS OF BOYS'WHILE IN PLACEMENT Age ianears Placement Characteristics Tbtal Evgluggion 13 IE 15 15 17 ccess Fai ure . "Total Cases 1 18 1 2 ‘34 21 Vb: Placed Poor Heme.......... 2 10 13 17 l 43 30 13 NO Homeeeeeeeeeeeee l 3 5 2 1 12 4 8 Nb. of Placements onOCOOOOOOOOOOOOOO. 2 8 ll 10 2 33 20 13 MCCOOOOOOOOOOOOO. l 4 4 6 O 15 8 7 Three to Six....... 0 1 3 3 O 7 7 0 St in acemept 0" 6 Months....... 2 4 6 7 2 21 6 15 7-12 Months....... O 5 5 5 O 15 11 4 13‘18 monthaeeeeeee 1 3 4 3 O 11 9 2 19-Above Mbnths.... O 1 3 4 O 8 8 O ha! in -59 .- had deteriorated during the boy's training program at the institution, it was suggested that the Boys' Vocational School should make other plans for the boy; 'Ihe other 12 boys had no home to return to and so either had to be placed in a boarding home or kept at the institution until discharged because of age or service enlistment. It is no wonder that the placing of these boys in a boarding home requires much skilfull planning on the part of the Boys' Vocational School and the Children's Division staff. -Many of the boys are very resistant to boarding home placement, accepting it only because they have no alternative other than staying at the Boys' Vocational School. Only 4 of the 12 boys having no home to which to return were able to make a 'success' of the placement, while 30 of the 43 boys having 'poor'- homes, according to the court, were 'successful' infithe program. ' E9292: 2.1: W. Many of the boys were placed in more than one home during the period of this study (see Table 10 on page 58). {this was said to be necessary because of many circumstances, such as illness in the boarding family, inability of the boy to form acceptable relationships in the boarding home, in- ability of the boarding parents or parent to accept the limitations of the boy, economic conditions, overworking the boy, the moving away of the boarding family, more offenses being committed by the boy, and many other problem situations. Fifteen of the 55 boys were placed twice, while 7 boys were -60.. placed from three to six times. All 7 of the boys who were placed three or more times were considered to be ‘successful' in the placement program. ‘ The ability to recognize conditions which might cause threatening situations in the boarding home relation- ships might be the reason why the placement experience can be termed 'successful' even though replacement might be ne- cessary. it is said that a placement worker must spend as much or more time working with the boarding family as is spent with the boy. More information concerning the contacts of the placement worker within the placement program will be discussed in detail later in this study. 32811221 Elsi. 12. 2139392315. Table 10‘shows that Just as the length of stay at the Boys' Vocational School varied greatly, the length of stay in placement also varied. Although 21 of the boys stayed in placement only six months or less, 15 boys stayed seven to twelve months, 11 boys thirteen to eighteen months, and 8 boys stayed nineteen months or more in the placement pro- Bram. As is to be expected because of the definition of 'success' and 'failure' in placement, the greatest amount of ’failures’ took place amongst the ”short term" placements. Fifteen of the 21‘ boys who stayed in placement six months or less were classified as 'failing' in placement. lhere were only 1+ 'failures' in the'seven to twelve months group, and 2 'failures' gin the thirteen to eighteen months group. -51. It was noticeable that of the 15 'failures' in the six months or less group, 9 placements lasted only two months or less. Vh....€£_§__1_° ban a 9.: .3215. W Table 11 on page 62 is arranged to show the where- abouts of the boys on January 31, 1955 who had been in the boarding care program of the Boys' Vocational School during the period of this study. It shows that the largest single group was the 18 boys still in placement. According to the definition used for 'success' in placement, all 18 were in this classification.“ All but 1 (unknown) of the remaining boys listed as 'successful' included 6 boys who Joined the Service, 7 who were allowed to return home and 2 who were discharged out of the _state. The bulk of the 'failures‘ in placement came from three classes, namely 8-boys returned to the Boys' Vocational School, 7 who were eventually sent to prison and 4 who ran away, whereabouts unknown. W. 2min Mata me information given in this section includes the structure of the boarding family and the previous boarding care experiences of this family. Since the boarding family is only a substitute for the boy's own family, it is very important that this substitute family provide a satisfying experience for each boy. It is with this in mind that this section considers the data. concerning the boarding families -62.. Table 11 mascara or soars PLACED IN mm BOARDING cm PROGRAM (January 31. 1955) Placement Evaluation Vhereabouts Total Success Failure Boys....'....... 55 11+ _1_. On Placement.............. 18 ~ 18 o In Service .............. 7 6 1 SwnHome................. 8 7 1 B.V.S. .................. 8 O 8 Prison .................. 7 0 7 Unknown ................. 5 1 4 Out of State ............ 2 2 0 and their care of the boys during the period of this study. 22123.9.-W221W, 21. .W .m. " It a. found that #9 of the 68 boarding parents did not have-previous boarding care experience (see Table 12 on page 61‘), while 19 had from one to eight previous experiences. Eight of the 19 had only one experience, while 11 had from two to eight experiences. There seemed to be no indication that previous boarding care experience increased the pos- sibility of 'successful’ care of the Boys' Vocational School boy. hathehthere seemed to be an opposite pattern, since 36 of the 49 parents with no previous experience were able to provide a 'successful' boarding home and only 11 out of 19 of those having previous experience were 'successful'. It might be that although many of those with‘previous ex- perience had been able to provide 'successful' care for other children, the problems presented by a Boys' Vocational School boy were too difficult for them to handle.~ AB: We}: Mas..£isssis is my 2mm ' I Information available concerning the age differences of boarding parents and own parents showed that there were approximately as many boarding fathers and mothers who were younger than the boys' own parents as there were those older than the boys’ own parents (see Table 13 on page 65). The data suggested that the boys seemed to have more success with boarding fathers who were younger than their own fathers, -64.. Table 12 PREVIOUS BOARDING CARE EXPERIENCE OF BOARDING PARENTS Placement Evaluation Rperience Total Success Failure Total Homes 68 41 21 No Previous Experience #9 30 13 Previous mperi ence 19 ll 8 Table 13 AGE DIFFERENTIAL 0F 68 EARDING FATHERS AND MOTHERS '10 BOYS' OWN FATHER AND MOTHER Placement.Evaluation Age Differential Total Success Failure Total Cases 68 ;_47 21 Boarding Father ‘8‘ 8 More than 2 years YOunger...... 21 17 4 Same -‘Within.2 years.......... 7 5 2 More than 2 years Older........ 23 13 10 Rat Indicated. OOOOOOOOOOCOOOOOO 17 12 S figgggipg Mother Mbre than 2 years Younger...... 24. 15 9 same-Withinzyearseeeeeeeeee 9 5 4 More than 2 years Older........ 1? l4 3 net Indicated ................. 18 13 5 *A -66- while the reverse seemed to be taking place in a comparison of the boarding mothers. Seventeen of the 21 boarding fathers in the younger group were classified as 'successful' while only 13 of the 23 boarding fathers in the older group. were 'successful' . Only 15 of the 24 boarding mothers who were younger than the boys' own mothers were ‘successful' and 14 of the 17 who were older were ‘successful'. This. comparison might be possibly due to the fact that the younger boarding father gives the boy a favorable setting in which to work through early stage of development. Since many of these boys failed to have a favorable home environment during their growing up period, it is not unusual that emotionally and mentally they had failed to achieve their fullest possible growth. The younger boarding father, being nearer the boy's own age, might possibly spend more time in sharing the boy;s hobbies and recreational interests. ' At the same time, the younger mother might intensify the emotional conflicts which previously had hindered the growth process during early develOpment. 'Jhe possibility that the mother would have much more contact with the boy during the day might increase the problems between the boy and the boarding mother. This contact would be during the time she might be busiest with her own household duties or _ her children. It is also possible that the younger mother might not have worked through her own earlier stage of de- velopment. An older woman might not present the 'same problem -67- to the boy since in most cases she would be less attractive than a younger mother who would be a reminder of the stresses during the earlier growth period. An older woman might be less disturbed by the problems which the boy might bring into the boarding home. Further study in this area might clenfy some of the possibilities mentioned. The results of such a study might give increased direction to both the counselor at the Boys' Vocational School and the county children's worker. It 1 might help them to gain a better understanding of the un- derlying causes which are factors in the boy being at the Boys' Vocational School in the first place. 21219.12. Wis amiss. -3229. Table 14 on page 68 shows that 41 of the 68 homes had one or more children staying in the home in addition to the Boys ' Vocational School boy, while the remaining 27 homes did not have other children in the homes. Of those homes having other children, 30 were classified as 'success- ful ' and 11 were considered 'failures' , giving approximately a three to one ratio. In those homes'not having other chil- dren, the ratio of 'success' to 'failure' was two to one, since 18 were 'successful' placements and 9 were 'failures'. Of the 11 l'failuresr' who had other children in the home, J 5 had children ranging from one to nine years of age, while 6 had children in the adolescent age range. There seems to be an indication that those homes having other children -68- Table 14 CHILDREN OTHER THAN B.V.B. EYS wxmn THE BOARDING HOME Other Children Placement maluation In.Home ‘ Tbtal — Success Failure Total Cases... 68 48 20 O ............. 27 18 9 1 ............. ll 8 3 2 ............. 13 10 3 3 ............. lo 8 2 4 ............. 5 2 3 5 ............. 2 2 O -59- living in the home are somewhat more successful caring for boys from the Boys' Vocational School than those homes which did not have-other children in the home. Just what factors are responsible if this is true for this small group, is not known at this time. Personal Relationships , aggagjustmggt The ability of the boy to relate and to adjust within not only his own home environment but also at the Boys’ Vocational School and within the boarding home is shown in this section so as to gain greater understanding of the boys' needs and how those needs were met. me evaluation of such personal experiences actually include an evaluation of all factors which have a bearing on the relationships of the boy. 'lhis section will attempt to show the boys' ability to relate to other individuals and how they adjusted within the school program in the many areas of their experiences. Emacl‘dhflmant 2; 321 It is realized that much of the information used in Table 15.011 pages 70 and 71 was subjective in nature and this should be kept in mind in the evaluation of information Presented. This data was secured from both the records of the Boys' Vocational School and the Children's Division. It appeared that if a boy was able to relate'very well, or far! poorly, then remarks to that effect were made in the records. If nothing took place out of the ordinary, then no mention'of the boy's ability to relate was made. It is -70- Table 15 PERSONAL RELATIONSHIPS OF BOYS WHILE AT HOME, B.V.3., AND BOARDING HOW Placement Evaluation Characteristics Total Success Failure ‘Ibtal Cases. . . . . . 55 31!» 21 Relationship to 0m or Step Father ' satisfactory OOOOOOOOOOOOOOOOOOOO. 6 5 l Unsatisfactory ................... 39 24 15 not Indicated OOOOOOOOOOOOOOOOOOOO 10 5 5 Relationship to Own or Step Mother satisfaCtor'y eeeeeeeeeeeeeeeeeeeee 12 7 5 Umatiaracmm ................... 35 22 13 Nat Indicated. eeeeeeeeeeeeeeeeeeee 8 5 3 Relgtionship to Own Siblipgs satisfactory .O................... 9 5 4 Unsatisfactory eeeeeeeeeeeeeeeeeee 8 6 2 only Child eeeeeeeeeeeeeeeeeeeeeee 3 2 1 N01? Indicated. eeeeeeoeeeeeeeeeeeee 35 21 14 Relationship to B.V.S. Cotpgge Father Satisfacwry eeeeeeeeeoeeeeeeeeeee 29 21 8 Unsatisfactory ................... 7 3 4 Not Indicated eeeeeeeeeeeeeeeeeeee 19 10 9 Relationship to B.V.S. Cottage Mother Only 6 out of 55 mummies even mentioned the Cottage Mother specifically. fielgtiopship to 0th§r Boys in Cottage Satisfactory eeeeeeeeeeeeeeeeeeeee 16 11 5 Umatiafacmry eeeeeeeeoeeeeeeeeee 7 5 2 flat Indicated eeeeeeeeeeeeeeeeeeee 32 18 14 ——-_ Table 15 (0011th PERSONAL RELATIONSHIPS OF BOYS WHILE AT HOME, B.V.S., AND BOARDING HOME Placement Evaluation Characteristics Total Success Failure Total Cases 51 A 44 21 Relationship to Boardipg Father Satisfactory .................. 28 24 unsatisfafitory eeeeeeeeeeeeeeee 20 7 13 Not Indic‘ted eeeeeeeeeeeeeeeee 7 3 4 Relgtionship to Boarding Mother Satisfactory 27 26 1 Unsatisfactory ................ 22 5 17 Not Indicated ................. 6 3 3 Relationship to Boarding Home Sibs. satisfactory 0000.00....00000.0 1° 8 2 unsatisfactory .000.0.00...0.00 5 l 1" NO Children ....00.........0000 28 18 10 NOt Indicated eeeeeeeeeeeeeeeee 12 7 5 to: we: 59. .72- for this reason.that the personal relationships of the boy were listed as satisfactory, unsatisfactory or’not indicated. Satisfactory indicates that the boy was able to relate with the person well enough to have it mentioned in the record. Unsatisfactory indicates that the boy has been.unable to relate well enough with a person and this fact was mentioned in the records. The last designation.'not indicated' ins eludes these boys whom the records failed to mentionin any way, either because of neglect or because the boys‘ ability to relate failed.to be noticeable, since it was neither no- ticeably good or noticeably poor. Table 15 shows that the boy's ability to relate to his own father and mother was very unsatisfactory. Only in 6 out of 45 cases did the boy relate well to his father, and in only 12 out of 45 cases did the boy relate well to his mother. The table also shows that very little informa- tion is given in the commitment papers or from the boy's records concerning his relationship with the other siblings. Only in 20 cases out of 55 was information given as to the ability of the boy to relate with the other siblings. The information concerning the boy's relationship in the Boys' Vocational School cottage we...” limited in general.- Twenty-nine of the 36 boys on whom information was given concerning the boy's ability to relate to the cottage father were said to have related satisfactorily. Since only 6 of the 55 summaries even mentioned the cottage mother specifically, no evaluation was done of the small unit. Sixteen of the 23 boys were said to have had a satisfactory relationship to the other boys in the cottage. There ap- peared to be no definite plan to put on record information which would indicate clearly a boy’s relationship to the cottage parents or his peers. A much larger number of boys were reported on in the placement program than had been in- dicated in viewing the boy‘s relationship in his own home or in the cottage life at the Boys' Vocational School. The reason for this might be that the reporting system of the children's workers is more adapted to give this information, while the records at the Boys' Vocational School are more adapted to give information concerning a boy's adjustment to the total program at the institution rather than concern- Ing the boy's personal relationships. Information concern- ing a boy'dpersonal relationships in his own home is limited, since thebommitment papers report factual data with only rare mention of the personal relationships of the boy. This Personal information might be secured by the boy's counselor, but only if the boy is able and willing to sharelthis in- formation or if the boy's parents give this information to the counselor when visiting the boy. Twenty-eight of the 48 boys of whom information was indicated concerning boarding home relationships had satis- factory adjustments with the boarding father. As to the boy's relationship with the boarding mother, 27 of the 49 boys were listed as having made a satisfactory adjustment. Only 15 of} he e '7‘. 15 of the 43 boys indicated had been placed in homes having other children in the home. Ten of the 15 boys mentioned had satisfactory relationships with the siblings while 5 did not. A larger number of boys were able to have a more satisfactory relationship with the boarding father than they had been able to maintain with their own father. Ap- proximately the same number of 'failures' took place in the 'unsatisfactory’ groups, but my of the‘boys who had been unable to have a ‘satisfactory' experience with their own father were now able to adjust“ 'satisfaotorily' to the board- ing father. A similar improvement in relationships seemed to take place in the boys' experiences, first with their own mother, and then with-the boarding mother. whether this change is significant and lasting can only be evaluated in the future. One of the goals of the boarding care program is to provide the boy with a more satisfying environment so that change can take place with the help and guidance of the, children’ a worker. seam; We; set One must take into account the fact that the use of the terms 'satisfactory' and 'unsatisfactory‘ is highly subjective. If a boy was able to make some progress in the school program, did not become involved in direct conflict with the school authorities concerning following the general school program, showed a reasonable ability to get. along With peers and teachers, and indicated a willingness to attend -75- school on a regular basis, the boy was classified as having made 'satisfactory' adjustment in the school program. If the commitment papers made special mention of the lack of school progress, direct conflicts with school officials, a lack of desire to attend school regularly, and inability to get‘ along with peers or teachers, the boy’s school ad- justment was listed as 'unsatisfactory'. - Only 17 of 42 boys were said to have had 'satisfao- tory' adjustments in their home schools, while Bit-boys had 'unsatisfactory' experiences (see Table 16 on page 76). thirteen of the-1ater 'failures' in placement were also found in the 'unsatisfactory‘ group in the home school. Almost the reverse situation-seemed to be taking place in the school experiences at the Boys' Vocational School. Now the largest group was found to be the 32 boys in the 'satis- factory’ classification and 11' of them were later found to have 'failed' in placement. Approximately the same ratio of 'satisfactory' to 'unsatisfactory' adjustments seemed to follow for the boye who attended school while in the boarding home. Where the comparison of 'satisfaotory' adjustments had been 32 to 19 in the institution's school, the figures now become 20 to 14 boys in the school program during the boarding care experience. The ratio of 'success’ to 'fail- ures' in placement also increased from appmximdely two to She (21 to 11) in.the Boys' vocational School program to three to one (15 to 5) in the boarding home school. These -75- Table 16 SCHOOL ADJUSTMENT OF BOYS WHILE AT HOME, 3.17.8. AND BOARDING HOME Placement Evaluation Characteristics Total Success Failure Total Cases 55' )4 '21 School gjustment at Home 0 83t18ffi°tory eeeeeeeeeeeeeeeee 17 12 5 unsatisfactory eeeeeeeeeeeee‘ee 31" 21 13 Did Nat Attend .00000000000000 0 o 0 Not Indicated ................ 4 l 3 School Ldjustment at B.V.S. satisfactory 00000000000000000 32 21 11 Umatlaracwry 00000000000000. 19 11 8 Did Nat Attend eeeeeeeeeeeeeee 2 2 0 N01: Indicated Oeeeeeeeeeeeeeo0 2 0 2 heel ustment at Bo di Home Satisfactory ................. 20 15 5 Unsatisfactory ............... l4 8 6 Did Net Attend eeeeeeeeeeeeeee 16 9 7 NOt. Indicated. eeeeeeoeeeeeeeee 5 2 3 -7 7.. figures might suggest that the remedial school program was a factor in the increase of school adjustment and also might be a deciding factor in helping the boy to be 'suc- cessful' during his placement in the boarding home. J The reason for the decrease in the number attending school was largely because the boy was no longer required to attend school after the age of 16. He may have wanted to attend school at the institution since most of the boys attend only a half day and then decide not to attend while in the board- ing home. Also, many of the boys who are now in the six- teen to seventeen age group were required to attend school previously m g; Placement Workers' Contacts mic last section discusses theinfluence or bearing the varied contacts of the children's workers have on the placement progress of the boy. ihe'contacts are thought to be very important since the placement worker supervises both the boy and the boarding parents throughout the place- ment experience . Plgcement Vorkers' Contacts 214?. £91 £9.42. Ming {gents * his data was secured from the county records of the Present children's workers. The information was requested by mail. At theend of a two-month period, #2 of the 55 requests had been completed and returned. ihe remaining 13 schedules were not returned, some of the reasons being .73- the illness of the worker, inability to locate the records, and failure to acknowledge the request for information. Several of the schedules which were filled out had been done by workers other than the worker who had‘ supervised the boy ' in placement. In some cases this meant incomplete informa- tion. The general feeling was that the amount and type of contacts necessary in working with each boy varied according to the individual needs of the boy. This could also be said of the boarding parent, since the placement worker might find it necessary to spend more time helping the board- ing parent meet his own needs. his help might or might not run parallel during the entire placement. The term 'visit' refers to a home visit made to the boarding home. Even though both the boy and the boarding Parents might be seen during a visit, this was counted as only one home visit. Table 17 on page 79 shows that 2,153 contacts were made between the placement mrker, 42 boys and the boarding parents of those boys. this greatest number of contacts were made by telephone. It is well to remember that most of the calls were made by either the boarding Parent or the boy. his second largest group was the 791 visits made by the worker to see the boy or the boarding Parents. {the third and last method of contact was the 337 letters sent to either the boy or the boarding parent. This table covers only the workers' visits and letters sent to the -79- Table 17 mommm wom' 8 owners WITH sow AND 30mins mums (42 boys) seine“ “18.0222: W W“: _ Visits Letters Tel. egg Tetals............-. 42 2,153 ' 721, 337 ‘ 1,025 o- 9 months........... 17' 530 217 70 243' 1o-18 months........... 20 1,185 416 222 547 19 months a above...... 5 448 158 '45 245 Successful in l’lacemgt g1 - LIE, Q25 _2_2_§_ 21.3 o- 9months............ 7 315 117 38 161“ 10-18 months........... 15 1,011 360 145 506 19 months a above...... 5 448 158 45 245 Failure in Easement 15 Ed lfié .122 £2 0- 9 months........... 10 214 100 32 32 10-18 months........... 5 174 ‘ 56 A 77 41 19 months & above...... 0 O O 0 0 -80- boy and boarding parents as well as the telephone contacts between the three individuals mentioned. It does not in- clude the worker's contacts with the Boys' Vocational School made both prior to placement or during placement. Nor does it include the many collateralcalls the worker made con- c‘erningthe boy and his employment, physical and emotional health, school and social agencies (see Table 18 on page 81). It is difficult to compare the number of contacts made with those boys who were 'successful' in placement and thoselwho 'failed'. The differences in the length of time spent in placement lead to great differences in the total number of contacts made. On the whole, the table seems to indicate that more contacts were made by the worker with the boys termed 'successful' in placement. 'Jhe comparison was made between-the individual groups according to the length of time in placement. or these boys in the O - 9 month group approximately 45, contacts were made per. case in the 'success' group, while approximately 21 contacts were made per case in the 'failure' group. Of these boys in the 10 - 18 month group, approximately 66 contacts were made per case in the 'success' group and 45 contacts per case in the 'failure' group. The amount and type of contacts made varied greatly between each boy, his length of stay in place- ment and the various placement workers. Table 18 gives more complete information as to the number of contacts‘made by a worker during the complete -81- Table 18 a momma woman's comers WITH BDY, BOARDING mama's, AND common (7 Boys) —fi Total Vorker's Contacts With Type of contacts Gases Contacts - my warding Collat- B.Vo8. Parents oral TOtQOOOOOOO 1 48 4 28 6 110 Home Visits 52.5. 121 .415. 1:9}. 52 ' 'o- 9 months....... 2 103 24 22 46 11 10-18 months e e e e e e e k 271 77 80 88 26 19 months a above. . l 122 32 38 46 6 Office Visits 115 11 29 _8, g ~o-- 9 months....... 2 27 22 1 4 0 10-18 mnthae e e e e e e 4 54 37 15 2 0 19 months dc above. . l 34 18 14 2 0 Phone cgls 9.2.2 3.2119. 129. L232. 19. 0" 9 montheeeeeeee 2 133 23 61 #0 9 10-18 months . . . . . . . 4 387 65 236 53 2O 19 months dc above. . 1 109 31 42 29 7 Letters _1_Q§ 5 21 _ 5g 1; ' o- 9months....... 2 19 1 o 10 a 10-18 monthse e e e e e e 4 72 4 14 36 19 19 months 8: above. . l 17 O 7 6 4 ~82- placement process. 'lhis table shows not only the home visits (those contacts with the boy or boarding parent being kept separate), letters and telephone calls, but also the office visits'made by the boy and boarding parent, the worker's contacts with the Boys' Vocational School, and the rainy collateral contacts made by the worker during the placement. {this information would be more significant if it had included all 42 boys rather than Just 7 boys who had been supervised in placement by this one worker. ihe placement worker had made 363 collateral contacts, 110 contacts with the Boys' Vocational School and 115 contacts with the boy and boarding parent through office interviews. The three additional methods of contact totalled 339 contacts. Altogether, the worker had 1,348 contacts with the 7 boys, 6'of whom were 'successful' in placement and 1 who 'ran am_', after being in placement only one month. CHAPTER? SUMMARY This study was made to determine what factors might be responsible for the 'success' or 'failure' in placement of the fifty-five boys in the boarding care program of the Boys' Vocational School. The study included a period of three years from February 1, 1952 to January 31, 1955. It was on February 1, 1952 that the mildren's Division of the State Department of Social Welfare began supervising the boys who were placed in boarding care homes after being released from the Boys' Vocational School. Prior to this time and beginning in 1947, the Michigan Children's Institute at Ann Arbor had supervised the placement of boys from the 3018' Vocational School. this Boys' Vocational School, the Michigan Children's Institute, and'the Children's Division are all within the State Department of Social weirsre.33 The Supervisor of the Children's Division is administrative- e Michigan Children' s 1! responsible for supervising both th as of the Chil- Institute and the Supervisor of Field Servic dren's Division, who more directly is responsible for the work‘of the County Children's Workerle‘ 33 See Appendixes s and F, pages 109 and 113. 34 See Appendix G, page 1111. -84- The information found in this exploratory study was obtained through the use of commitment papers, the Boys' Vocational School records, and records of the Children's “ Division concerning the fifty-five boys placed during this period. The summary drawn from this study can be listed as follows: 1. Thirty-eight of the 55 boys came from counties south of the Muskegon-Bay County line, while 17 came from counties above this line. Only 5 boys were from the upper peninsula. Eight of the boys came from Genesee County, while only 4 boys came from Wayne County. 2. Thirty-seven of the boys were placed in counties south of the Muskegon-Bay County line while 18 half8 were placed in counties north of this line. Eight of the boys were placed in the upper peninsula. Only 7 of the 55 boys were placed in the same counties they were originally com- mitted from. ‘Ihe largest group of boys "1‘9 P13°°d in Jackson County, while no boys were placed in Wayne County. 3. As to age at time of commitment, 41 of the boys were twelve to fourteen years of 8-86- 4- When evaluating the placement experience of the 55 9018. it was found that 34 of the boys were a :succe'ssf in Placement and 21 boys were a 'failure'. " 5. Most of the boys were white. Only 2 were Negro and 2 were Indian. -35- 6. Forty-six of the 55 boys were Protestant and 9 were listed as Catholic. Of the 46 boys listed as Protestant, 28 were a 'success' in placement and 18 were 'failures'. Six of the'boys in‘the Catholic group were a 6success' and 3 were a 'failure' in the placement program. A ‘- 7. me living-arrangements of the boys prior to being committed to the Boys' Vocational School varied greatly. Eight of the boys hadbeen livim with both parents, 11 with either the father or mother only, 14 boys with either the father and step-mother or mother and step-father, 5 with other relatives, 10 boys with foster parents, and 7 boys had been living in institutions. Twalve of the 'fail- ures' in placement came from those boys who had been living in the homes of other relatives, foster parents, or in in- stitutions. Four more of the 'failures' had been living with the mother only. . . 8. As to marital status of the parents prior to the boys' commitment to the Boys' Vocational School, 27 of the parents- were either divorced, separated or had deserted the home. Only 13 of the parents were living togethenand in 12 cases either the father or mother was deceased. 9. Almost all of the 55 boys were the first to fourth child in their families, even though 32 of the boys came from families having five or more children. Eighteen of the 50 boys who were the first to fourth child were the first child, 13 the second child, 11 the third child, and 8 the ~86- fourth child. The largest number of 'failures' (10) were from the families having from three tc four children. 10. Thirty-nine of the boys were committed to the Boys' Vocational School for offenses against property, 15 for offens- es against restraint, and only 1 for an offense against a person. Fifteen of the ’failures' in placement came from the group who had committed offenses against property. The remaining 6 'failures' had committed offenses against re- straint. ll. Seventeen boys had come into contact with the court before the age of ten. Eight boys in this group were 'fail- urea' in placement. The largest single group were the'2l boys-who had become known to the court between the ages of eleven and thirteen and 8 of them had 'failed' in placement. Sixteen more boys were fourteen to sixteen when coming into contact with the court and 6 of these 'failed' in placement. 12. It was found that 27 of the boys had come from fam- ilies where one or more of the immediate members had become involved with the courts because of crimes or offenses. Ten boys of this group 'failed' in placement. 13. Offenses, committed by the boys numbered from one to over sixty. The majority of offenses were committed against PrOperty (larceny, breaking and entering, and car theft). Almost asmany offenses were committed against restraint and only three were committed against a person. 14. Taking the results of several types of intelligence -87- tests given to the boys during this three-year period, it was found that.26 of the 55 boys had I.Q. ratings in the 60 - 89 group» and 13 of this group 'failed' in later placements. Twenty-two boys had 1.23s ranging from 90 to 109, while 5 boys had 1.0. ratings or 110 and above. The number of 'failures' in.placement were 4 and 3 respectively . in the twoiatter groups. 15. Although only 14 boys were retarded one or more years in schooling and 3 boys for two years in.relation.to the last grade attended before being committed, the results of the Stanford Achievement Tests given to all 55 boys indicated that a far greater number of the boys were retarded in schooling. This would seem to Justify the remedial school Program at the Boys' Vocational School. 16. Twelve boys stayed up to nine months at the Boys' vocational School, 28 boys from ten to eighteen.months, and 15 boys stayed nineteen or more months. Nineteen of the boys who had 'failed' in placement had stayed at the in- stitution tenamonthsor more. Twelve of the 'failures' in.placement were found to be in the ten to eighteen.month Broup and seven in the nineteen.month.and above group. 17. The largest number of boys '(29) came from urban home environments while only 17 of the 55 boys were placed in.urban.settings. The ratio of 'success’ to 'failures' seem to be about the same for the urban.or rural settings. 18. Forty-three of the boys placed in the boarding care -88- program were placed because the court felt the home en- vironment was not conducive to the return of the boy. The remaining twelve boys had to be placed since they had no home to return to. It was noticeable that 8 of those 12 boys failed to make a ’success' in placement. 19. A majority of the boys had been placed only once during the period of this study. Twwty-one of the 55 boys were placed more than once. Fifteen were placed twice and 7 were placed from three to six times. 20. 0f the 21 boys who had stayed in placement for periods up through six months, 15 boys 'failed' in placement. As to the other boys, 15 stayed from seven to twelve months, 11 boys from thirteen to eighteen months, and 8 boys stayed nineteen or more months in placement. 21. Eighteen of the 55 boys were still in placement at the end of the study period ending Jamary 31, 1955. Seven more boys were in the Service, 8 boys in their own homes, and 15 boys, all who had 'failed’ in the placement program, were either returned to the Boys; Vocational School or sent to other penal institutions. ‘ 22. There seemed to be no indication that previous ex- perience in boarding care would help the boarding parent in caring for the boy from the Boys' Vocational School. Forty-nine of the 68 boarding families had no previous boarding care experience. Of the 49 boarding parents not having previous boarding care experience, 36 were listed as -.89- being _‘successful' in boarding the Boys' Vocational School boys and 13 were listed as 'failures'. .In contrast, only 11 of the 19 boarding families having previous experience were considered to be 'successful'a 23. It was found that more boys were ‘successml' in the placement program when the boarding fathers were younger than their own father. However, the boys seemed to be more 'successml' in placement when the boarding mother was older than the boy's own mother. This might suggest that the problems taking place duringthe early stages of both phy- sical and emotional growth were responsible for many of the 'failures' in placement. - 21}. Twenty-seven of the boarding families did not have other children in the home, while 41 families did have from one to five children in the home other than the boy from the Boys' Vocational School. Nine of the 'failures’ in placement were-in the families not having children in the‘home. _ 25. The majority of the boys had 'unsatisfaotory' person- al relationships with their own father, mother or siblings. The boys seemed to relate much better in the boarding-home than in their own homes. The records and summaries of the boys' relationships at the Boys' Vocational School were limited and very general. The records seemed to be set up to give information concerning the boy's overall ad- Justment to the institutional program rather than informa- tion concerning the personal relationships of the boy. -9o. , Just how meaninga-ful the personal relationships in the boarding home were to the boy cannot be known at this time. A follow-up study of these boys might give more meaningful information. 26. Twenty-eight of the boarding families did not care for other children in the home. Ten of the boys placed in those homes 'failed' in placement while only 2 boys 'failed' of the 10 boys who were classified as having satisfactory ' adjustments with the other siblings. 27. There seemed to be some indication that the remedial school training given at the Boys' Vocational School merited some consideration, since although only 17 out of 51 boys had satisfactory adjustments in the school while at home, 20 of the 34 boys going to school while in the boarding home were said to have made 'satisfactory‘ adjustment in the school program. - 28. Of the 42 boys reported on by the various children's workers, it was found that 2 ,153 contacts were made between the placement worker and the boy or boarding parents. ihere was some indication that more contacts were made by those workers who were more successful in working with the boy. The actual number of contacts seemed to vary accordingto the needs of the individual boy. In most cases, more con- tacts were made between the worker and the boarding parents than. were made between the placement worker and the boy. 'fliis study gives only a broad overall view of the -91- placement program for boys released from the Boys' Vocational School. It points up a definite need for more intensive research in this entire area of boarding care programs for institutional boys. More information as to the boy's per- sonal relationships would be helpful to the placement work- or, first in trying to find the right home for the boy, and then in working with both the boy and the boarding parents. It would be well for additional studies to be made concern- ing why the contacts were made with the boy or boarding parent, and who initiated the contacts. A similar study could be made as to the contacts the boy's counselor makes with the boy during his stay at the Boys' Vocational School. A.third study could be made concerning the worker's con- tacts with the boy and his counselor at the institution prior to the placement. {the number of contacts made by the placement worker with the Boys' vocational School seems to Very greatly in.accordance with the distance the worker might have to come to visit the school and the boy. Such a study might indicate the need for changes in the program so as to eliminate the variation in preparation for the boy's Placement. I . It might be well for a follow-up study to be done later on'this same group of boys, especially since the classifications used in this study were only relative and increased the subjectivity of this study. (mum VI GONCLUSIONS It must be remembered that the boarding care program of the Boys' Vocational School is relatively new and is now in the process of growing into maturity. It is with this in mind that the writer suggests the following changes which might assist this new program in its growing-up stages. 1. This study showed that the fifty-five boys who were placed in the boarding care program of the Boys‘ Vocational School wereyounger than the average boy at the‘institution. They had been known to the court at an earlier age and were committed earlier by the court. Additional study might in- dicate more clearly why these boys were younger and how they were chosen to be placed in boarding homes. It may be that the very reasons for their being placed are also the reasons why many of them are unable to be 'successful' in placement. - - 2. There seemed to be no clearly defined program for the selection of homes for placement of the boys in this program. Most of the homes were located in the counties in close Proximity to the institution. This limits not only the number of boys that could be placed, but also the number of homes available for placement. 3. The amount of preparation for the placement of these -93- boys varied greatly. The outstanding factor was the distance that the childrenfs worker lived from the institutions There was also a.variation in the contacts between.the work- er, the boy, and the boarding parents. Plans for the pre- paration.for placement and the integration.of both the Social Service staff at the Boys' Vocational School and the workers of the Children's Division.were not clearly de- fined. - 4. There was not a clear picture of the boy's ability to relate to others during the program. This lack of clarity seemed to carry over in evaluating the use the boy was able to make of the placement. This indicates a need for an.inpservice training program for both.the Social Ser- vice staff of the Boys' Vbcational School and the children's workers of the Children's Division, so that they would all‘ gain a better understanding of the boys and the problems to be faced individually and collectively in helping the boys. 5. There is a need for intensive casework with these boys, both during their stay at the Boys' Vocational School and during placement. Trained workers are needed in assist. ing these boys who have been.committed to the institution and placed in the boarding care program because of the many difficulties they have been involved in.prior to place- ment. This indicates the need for a full-time social worker at the institution to work with the boys who are to be placed. It} res} pref Sip the ‘n “E -94.. It is also suggested that one of the children's workers be responsible for finding homes for these boys,'contacting the boy and the representative at the institution, as well as preparing the boarding parents for the actual placement. Supervision of the boys in placement could continue to be the responsibility of the county children's workers. Since there is some indication that the possibility of 'success' or 'failure' in placement varies according to the‘mimber of contacts between the worker, the boy and the boarding parents, more emphasis could be placed in this direction. The actual number of contacts would vary according to the needs of the individual and the boarding parents. 6. The fact that there was more 'success‘ with boys placed with boarding parents who had never had previous boarding care experience suggests a difference in the pre- paration of the boarding parents for the care of the boy released from the Boys' Vocational School. More study in this area is neededto clarify the factor of preparation of the boarding parents. 7. The remedial school program seemed to be of positive value to the boys who were placed in boarding homes. «331- , ditional study might indicate why and where remedial help was useful in terms of strengthening the present program. 8. Over all, this study indicates a need for a more closely integrated boarding care program, if the goal is to assist these boys in playing more useful roles in society. APPENDDCEB I 'NAN‘I Uv'w‘ul I .6151 .0226 “H- 4 H- “5 Pre' W P” AIETEHIEK.A Schedule of Study Age Bd. Race Religion Health County Urban Rural Educ.(highest gradel____ Living With Marital Status of Own Parents Age of Father___Mother___No. Brothers—Sisters— Age Range Sib. Pos. Age of S-Father S-Mother No. S-Brothers S-Sisters H-Brothers H-Sisters Occupation of Father Mother Leisure Time Activities Comments Adm. To BVS Reason Commited Other Offenses N0- Age First Known To Court First Offense Runaway Prev. Fam. Contact With Court Who Why Length of Stay At BVS 1 Length of Time Awaiting Placement Prev. Inst. EXper. \— ‘-_ k ——-., STANFORD ACHIEVEMENT TEST: (by age) Reading Grammar Spelling Arithmetic' ,Wec. Bell. Form Verbal I.Q. Peri. I.Q. Full Scale Man. Dext. _—____ -- . .—.--..---_.. ._ k -1. ‘\ - -_.-; m —_ .1 nun-cuppa “wane—H .- . . -.-. Reasons Being Placed Boys Prev. F.H. ExPer. ’1» (no.) When Placed__f Co. Urban Rural F. Fathers Age * -95- 30! I 30! E0: 5" In Mother F.P. Religion F.P. Prev. B.H. Exper. (noo) Occupation of F. Father F. Mother_fii n__ no. F-Sons F.Daughters Other Children Cared For (no.) Age Range__ Attends School__ (yes or 110) Leisure Time Activities Present Placement Status _aflow Long in Placement Replacement 'Reasons For Leaving Placement Placement A Sucess (yes or no} How Often Did Own Parents Visit BVS_F_ F.H. How Often Did Own Parents Write Boy At BVS ' F.H. How Often DidiBoy Visit Own Home While At BVS F.H. How Often Did Boy Write Home While At BVS ' F.H. _.___ w-..‘d—- -- ._- A— ”~- How DidiBoy Get Along With Own Father_7 Mother How Did Boy Get Along With Siblingsw How Did Boy Get Along With BVS Cottage Parents How Did Boy Get Along With Foster Father How Did Boy Get Along With Foster Mother How Did Boy Get Along With Foster Siblings Commentsfi__ carter 7| 1“ 11¢ IE'Q .. "ilmsm cont * "Gils‘nter XII-A Oaspiied Laws of i9¢8, as amended) fin-:3 Ann JUVENILE DIVISION III-a see added to Act ass. P. A. 1939. II. P. A. 19“. First Extra Session. ‘ 'hich also repealed Chapter Xii. ) . .J! _'-i' is division of probate court; proceedings not criainal. ‘3 m1. proceeding under this chapter. the probate court 5ch the juvenile division of the probate court. «a _3* :1 under this chapter shall not be doe-ed to he crilinal Mi shall he liberally construed to the end that each ‘p:“;;5 vithin the jurisdiction of the court shall receive such ‘2fit~wce and control. preferably in his own hose. as will be I} ~to the child's welfare and the best interest of the state '1~ihon such child is reloved fros the control of his parents ,3! shall secure for his care as nearly as possible equivalent 'me vhich should have been given to him by them. 1:, Juvenile division of probate court; jurisdiction, prior ,Vgtof another court, notice. service upon prosecuting attorney; e;>fer to county of residence. 5'32. Except as provided herein. the juvenile division of‘ the “court shall have: Jfiihmlnsive original jurisdiction superior to and regardless of tritisdiction of any other court in proceedings concerning any '3; under 17 years of age found within the county . 'ho has violated any municipal ordinance or law of the state f-the United States: or ’2? 'ho has deserted his hone without sufficient cause or who is fCTsdly disobedient to the reasonable and lawful cosnands of his vts. guardian or other custodian: or ‘>i°'ho repeatedly associates with immoral persons. or who is .JF-Q an illoral life: or is found on premises occupied or used riddlegai purposes: or "‘ 'ho. being required by law to attend school. wilfully and fitedly absents hisself therefrom. or repeatedly violates rules cgulations thereof; or ‘¢9“ho habitually idles away his or her time: or i‘lho repeatedly patronises or frequents any tavern or place ;{fthe principal purpose of the business conducted is the sale of ‘dgllic-liquors. ‘i , .' sdiction in proceeding” °°“°°rnin9 any child under 17 pad years of age found within the county. . est-m H}?! (l) Whose parent or other person legally responsible for the core iisrepecb and maintenance of such child. when able to do so. neglects or we: re fuses to provide proper or necessary support. education as “2' i315 ml quired by law. medical. surgical or other care necessary for his ;-.€:;spux health. morals or well-being. or who is abandoned by his parents. :15; rorc guardian or other custodian, or who is otherwise without proper 53mm custody or guardianship: or (2) Whose home or environment. by reason of neglect. cruelty. timid drunkenness. criminality or depravity on the part of a parent. mi“ guardian or other custodian. is an unfit place for such child to 7-” 13'." live in. or whose mother is unmarried and without adequate provision "gt-.2301 for care and support. m: In the event a petition is filed in any probate court alleging ECU“ that a child is within the provisions of subdivisions (b) ill at (b) 1:...ME (2) of this section. and the custody of such child shall be ““bject :Ecip to the prior or continuing order of another court of record of this pm]: ..... state, the court in "hiCh 3“Ch Petition is filed shall forthvith "”215 cause notice of the filing of such petition to be served upon the H prosecuting attorney for the county in which such other court is "RY .3. situated. personally or by registered mail: Provided, That immedi- ‘1‘ ately upon receiving such notice. the prosecuting attorney shall prepare and file such pleadings, Petitions. notices or orders as may “‘5 3a“- be necessary to bring the matter before such other court for hearing and such disposition. consistent with the powers of such court. as may be for the best interests of such child: PrOvided further, That if}; pending “0‘10“ bY ”011 Other court in regard to the matter. the :r. probate court 'ith 'hiCh such petition has been filed shall have [I] juriSdicu” t° make “Y ten1P0T‘1l'Y Orders pertaining to care or custody which may be deemed advisable or necessary for the protection 5 of such child. ”_9 (c) Jurisdiction over children under 19 years of age. jurisdiction of whom shall have been 'GiVed to the juvenile division of the 2.; probate court by a court in Chancery bY Provision to that effect in a temporary order for custody of children based upon a bill for divorce or upon a motion pursuant to such a bill for divorce by the prosecuting attorney, 01' in a decree of divorce dissolving a mar- riag? between the parents of such minor children. or by an amended decree relative to the custody of such child in such a divorce. (d) Concurrent jurisdiction in proceedings concerning any child between the ages of 17 and 19 found within the county (1) Who is rt’IP‘mtfi'dly addicted to the use of drugs or the intemper- ate use of alcoholic liquors; 0r (2) Who repeatedly associates with criminal. dissolute. or dis- orderly persons: or (3) Who is found of his or her own free will and knowledqe in ° h indignation or ill-fans; or '::’!seclntes with thieves. prostitutes. pimps or 3 disobedient to the reasonable and lawful con- ‘fl; , guardian or other custodian and is in danger .'#,. depraved: or y;‘¢iy idles away his or her time. .;Vi'dhrought before the juvenile division of the pro- ..hpounty other than that in which said child resides. ’hgster an order prior to hearing transferring the ”H; such latter to the court of the county of residence fifyhe construed as settlement as defined in section 55 ' .929 280 of the Public Acts of 1939. as amended. being Ibi‘of the Compiled Laws of 1948). with the consent of ‘f.atohate of said county of residence. which order. to- ;25 certified copy of the proceedings theretofore had in - Ai‘ “ch county other than residence. shall be delivered to t,.the county of residence. 5“ll-.1947, Act 68. Eff. May 2: Am. 1953. Act 193. Eff. .Oct. 2. jurisdiction, extending. 'here the juvenile division of any probate court has italutisdiction over any child under the provisions of sec- :'.1his chapter by virtue of any of the provisions under sub- - y? in) of said section 2, and the said child shall not yet ‘ h .? ed the age of 17 years. and it shall appear to said court .;' necessary for the welfare of said child to retain juris- yheyond said child' s seventeenth birthday. said court after '9 etice and hearing thereon may extend such jurisdiction so .::g child shall be under the continued jurisdiction of said " court. other than in criminal complaints occurring sub- jko such child's 17th birthday. until he attains 19 years of i¢*;" released therefrom prior thereto by order of said court. '2 Add. 1953. Act 193. Eff. Oct. 2. :uVisse: transfer of cases from other court. .' Gr ' _ifg ‘ If during the pendency of a criminal charge against any ,§i~- any other court. it shall be ascertained that said person ,. 'the age of 17 years. it shall he the duty of such other ,3 * 1.:gnafer such case without delay. together with all the I .- :11 .,n u ents. and testimony connected therewith. to the juve- ‘ W mof the probate court of the county in which such other 'L,=ated or in which said person resides. ‘ e- , i_ J b it; aging such transfer shall order the child to be taken forthwith to the place of detention designated 5"}; division of the probate court or to that court itfdji such child in the custody of some suitable person to fi' such court at a tine designated. The juvenile divisi-%{l- bate court shall thereupon proceed to hear and disposéfiir in the same manner as if it had been instituted in said‘ffu first instance. '9». HISTORY: Am. 1946. First Extra Session. Act 22. 8“ny 7|2A. 3a when child subject to prior order of another a... filing, service, disclosure. * Sec. 3a. When any order affecting the welfare ofh: f entered under this chapter by the judge of probate in anyi-d: the child is subject to the prior or continuing order ong;~, court of this state. a notice thereof shall be filed in ”933 court and a copy of such notice shall be served person¢P72§ registered mail upon the parents. guardian. or personiflg" parentis and upon the prosecuting attorney of the countxgrfl’ such other court is located. Such notices shall not discs :r allegations or findings of facts set forth in such petitim’ orders. nor the actual person or institution to whom cnsffi. changed. Such facts may be disclosed directly to such pro 3fi attorney and shall be disclosed on request of the prosfj attorney or by order of such other court. but shall be don ' In. as confidential information. the disclosure of which will he :fi?‘ a”. to the same care as in all juvenile matters. fi; id“ HISTORY: Add. 1953. Act 193. Eff. Oct. 2. '7l2A.u Jurisdiction‘waived; trial in criminal court. Sec. 4. In any case where a child over the age of 15 yef‘vi accused of any act the nature of which constitutes a felonff_ judge of probate of the county wherein the offense is have been committed may. after investigation and exaninatiolfj; cluding notice to parents if address is known, and upon sot‘g; the prosecuting attorney. waive jurisdiction: whereupon it .33. lawful to try such child in the court having general Crininal“;§ diction of such offense. 5! ans? 0 ‘ { HISTORY: Am. 1946. First Extra Session. Act 22. Eff. th.,;g Y 7|2A-5 Jurisdiction over child l9 years old; exceptions .‘ Sec. 5. No probate court shall have jurisdiction over {9' under the juvenile division of the probate court aftor if. shall hGV° reached th. “99 Of 19 Years. except as horofldgg' No consitsent of any child to a private or public £9.1fi3 agancy shall be valid after such child has reached éfi‘ v years except that when a child shall have cone it yfi; .. g3 - '0 3:)? ate court under the provisions of subsection 'cP -' jidis consitted to the Michigan corrections connission .gu ¥sshsection 'f' of section 18. Consitsents to a ”47frporcted institution or agency shall not divest the fiiuéf jurisdiction unless such child is adopted in a :3.~ by law. F‘iut. 3hr? gjw- lotion over adults. ,‘irhe juvenile division of the probate court shall have 'f ever adults as hereinafter provided and say make such 415 king adults as in the opinion of the court are necessary ; (sical. sental. or soral well-being of a particular child li‘i under its jurisdiction: Provided, That such orders I!“ J%;Tcidental to the jurisdiction of the court over such child “1 «is o .h nus :Libgister of juvenile division; appointment, duties, salary. 3" 13. judge of probate say appoint the register of probate. if probate register. or clerk of his court as register of the ,l- division of the probate court. Such register of the juve- ”H ision shall prepare all petitions for investigation, sum: its and other necessary papers. and shall perform such _Fas required by the judge of probate. and he shall exercise conpetent to do all acts required of the judge of probate; ff'Jldicial acts. Such register so appointed shall receive for '1 ices under this chapter. in addition to his regular salary. gist- as the board of supervisors shall fix: Provided. hoseuer. in counties having a population of 100.000. and not more than gf-o inhabitants. according to the last federal census. the cou- l.t1on shall be not less than $500.00 annually. .9 l;. Office of county agent created. iub .mfif 'é. 3. Th. office of county agent is hereby created. The county ,“ ' ;'Vshall be an officer of the juvenile division of the probate In “ g: and under the general supervision of the judges thereof and Aft..rv. during their pleasure. The county agent shall organize. y;- and deV01°P the child welfare work of the court when so 9-“d3'd by the judge. He shall. when requested by the superin- 'gtit or director: supeIVi'e children when released from public *gétutionl or agencies and say perform such other child welfare 'fis requested and with the (IPPI'mml °f the judge. including {24. to .chool-age children of the various school districts ,fqgg. county. after consultation and agreement with the county 4;3§§g.issioner and the superintendents of schools in a county. -lsfl agent or assistants shall. with the approval of the judge "'i nah. such 13'..tigqtions and reports on Children or 21‘. if h‘ d'} a '..r_ 'o *- A ‘ " , fl —..fi. A“ ll ,. _, .. , ,iil _ .- O families within the county as may be requested by the ment of social welfare or by the superintendent of as tution relative to the welfare of any child. The stc of social welfare shall assist in the work of the coon #1 . assistants as provided in subdivision (c) of section, ‘5 a 280 of the Public Acts of 1339. Assistant countyjc’ perform such duties as may be assigned to them by the ;l.’ 7|2A.9 Probation officers; appointment, compensatihfo notification to social welfare department. I Sec. 9. The judge of probate in each county may appoint“ :- suitable persons of good character and qualified training -r. ence. other than the county agent or assistants. to acts} bation officer. who shall receive such compensation as the '" supervisors may appropriate for '. at purpose. and whee", discretion of the judge, may be auznirized and empowered county agent duties. I . '1 Ex: The judge of probate may also appoint other probation offi ‘ '_ shall receive no compensation from the county treasury {'3‘ - run the 'l'P' .49 'u on bation officers made by him under the provisions of this owl-i),- Mitt All probation officers shall hold office during the pleasure court and shall report to the said court upon all cases duties performed under such appointment : 4' It shall be the duty of the judge of probate to notify t“! department of social welfare of the appointment of all 9.. “pr: ‘ oi K per: care. "it . _‘ “i re 7|2A.|0 Probation officer, county agent to act as referee: so“ Sec. 10. The judge of probate may designate a probation or county agent to act as referee in taking the testimony of” nesses and hearing the statements of par ties upon the heat, petitions alleging that a child is within the provisions of chapter. where there is no objection by parties in interest,» probation officer or county agent so designated shall take scribe the oath of office provided by the constitution andf‘rgy have authority to administer oaths and examine witnesses. M," I, in all cases so referred for hearing and taking of testimony-"9 written signed report to the judge of probate containing a. of the testimony taken and a recommendation for the court's. F: and disposition of such matters. 7le. ll Preliminary inquiry: petition. :. 50¢, 11. Whenever any person gives information to division of the probate court that a child is within t: 1' of this chapter. a preliminary inquiry may be no“ a. ‘ _ - -:‘ ~ t”- b 4 -. —‘- . O - ‘b :gi'ioterests of the public or of the child require that '-n'be taken. If it appears that formal jurisdiction I (acquired. the court shall authorize a petition to be in ' Q; tion shall be verified and may be upon information and ,{gft shall set forth plainly the facts which bring said child he provisions of this chapter. and shall state (1) the h date. and residence of the child; the names and re- (2) of the parents: (3) of his legal guardian. if there is ;f?voi the person or persons having custody or control of the T'uni (5) of the nearest known relative if no parent or guard- :‘hhi found. If any of the facts herein required are not known -;~petitioner. the petition shall so state. .Igpetition or other court records may be amended at any stage of y‘oceedings. as the ends of justice may require. 412 Examination of child; hearing; summons. ;>. 12. After a patition shall have been filed and after such fig; investigation as the court may direct. in the course of f; the court may order the child to be examined by a physician. : st. psychologist or psychiatrist. the court may dismiss said sition or may issue a summons reciting briefly the substance of .;petition. and requiring the person or persons who have the ‘ -dy or control of the child. or with whom the child may be. to personally and bring the child before the court at a time.and ‘ stated: Provided. That the court in its discretion may excuse i .not restrict children from attending the hearing. If the person groom-cued shall be other than the parent or guardian of the child. ' the parents or guardian, or both. shall also be notified of the titlon and of the time and place appointed for the hearing there- Q‘ by personal service before the hearing. except as hereinafter ided. Summons may be issued requiring the appearance of any :Q' r person whose presence. in the opinion of-the judge. is neces- C’. i: ylny interested party who shall voluntarily appear in said proceed- 1v-..-qy'by writing. waive service of process or notice of hearing. .4 fl. l3 Summon s, so rv i ce. fihc. 13. Service of summons may be made anywhere in the state a rsonally by the delivery of true copies thereof to the persons if}'°n‘d‘ Provided. That if the judge is satisfied that it is im- gagcticable to agrve personally such summons or the notice provided fifl’in the preceding section. be may order '91V109 bY registered : addressed to their last known addresses. or by publication ' y.f' or both, as he may direct. It shall be sufficient to II I- ”—i i ..... ,,_, w, confer jurisdiction if (1) personal service is. _H u hours before the date of hearing: (2) registered'm'i’$”_ least 5 days before the date of hearing if within _ ; days if outside of the state: (3) publication is main: . E newspaper printed and circulated in the county in '.,1 :31“ is located at least 1 week before the time fixed in g .: notice for the hearing. 2:. ’ §-,h l Service of summons. notices or orders required by thin ’ be made by any peace officer or by any other suitable "§L: nated by the judge. The judge may. in his discretionwi : payment of necessary traveling expenses incurred hyx': summoned or otherwise required to appear at the time ofi3" :: u any case coming within the provisions of this chapter.. . 5’“. penses and the expenses of making service as above prov 4: : approved by the judge. shall be paid by the county tie the general fund of the county. If any person so summoned. as herein provided. shall fullfhw' reasonable cause to appear before said court. he may be -&&f’ against for contempt of court and punished accordingly. :z’k' . I. ~ ; hp] 7|2A. m Child taken into custody: release to parent, gs : m“ custodian: hearing; order of court; placement. . "' if: .sf. , Sec. 14. Any municipal police officer. sheriff or deputy .fhf: state police officer. county agent or probation officer of - of record may. without the order of the court immediately custody any child who is found violating any law or ordin -- whose surroundings are such as to endanger his health. welfare. Ihenever any such officer or county agent taken ' coming within the provisions of this chapter into custody. Vfi“: ‘ 'fi forthwith notify the parent or parents. guardian or cunt they can be found within the county. Unless the child . immediate detention as hereinafter provided. the arrestingb'gx shall accept the written promise of said parent or paxehtn..}.: or custodian. to bring the child to the court at a time fhflir : in. Thereupon such child shall be released to the custody parent or parents. guardian or custodian. ~1-g; it i e S -- If not so released. such child and his parents. guardlonui; todian. if they can be located. shall forthwith be broad . ‘ the court for a preliminary hearing on his status. andjf}; signed by a judge 0‘ PTObute authorizing the filing of a {:; shall be entered or the child shall be released to hb' guardian or custodian. In the event the complaint.is authorised the . l_§n direct the placement of the child. pending inseggig fit: ing. which 91°°"'nt '0! be in the home of parestpé' s O- ’5": .hoarding care of a licensed child care agency. or of detention designated by the court. ' 1052. Act 133. Eff. Sept. 18. d» gander I9 years; detention, limitations. liéll'the case of any child under the age of 19 years con- : No.conplaint has been made as hereinbefore provided. or ,h7itsnpplementa1 petition or petition for revocation of ' been filed. the court may order said child. pending . . detained in such place of detention as shall be desig- 'flded That nothing herein shall prevent the court from _"'th. child. pending said hearing. in the custody of a - fl.ordian. or custodian. to be brought before the court at . j. esignated. ,ffien. pending hearing. shall be limited to the following _!;:eee whose home conditions make immediate removal necessary: .Lt se who have run away from home; Those whose offenses are so serious that release would en- dllger public safety: one detained for observation. study and treatment by quali- fied experts. ‘1i6. Child under l7: confinement prohibited; exception. 33: .f. 18. In case a child under the age of 17 years is taken into ‘3; or detained. such child shall not be confined in any police ,.“. prison. jail. lock- up. or reformatory. or be transported I§{ or compelled or permitted to associate or mingle with. crimi- dissolute persons: except that a child 15 years of age or chose habits or conduct are deemed such as to constitute a . I to other children. or who may not otherwise be safely de- L‘i. may. on order of the court. be placed in a jail or other . of detention for adults. but in a room or ward separate from s. and for a period not to exceed 10 days. unless longer de- 17:303 is necessary for the service of process. v3171.1°n may be made by the board of supervisors in each county ‘ 3th. temporary detention of children in a detention home to be .‘fi>ted as an agency of the court. or the court may arrange for '-’arding of such children temporarily in private homes. subject I supervision of the court. or may arrange with any incorpo- .12-lnstitution or agency approved by the state department of ;.L ..1f¢re, to receive for temporary care children within the :.'“ etion of the court; or may use a room or ward. separate and Ffrom adult criminals. in the county jail in cases of children 2? Iyears of age and under 19 years of age within the juris- er the court. \\ In case a detention home is established as an agency the judge may appoint a superintendent or matron afld' sary employees for such home who shall receive such :" " shall be provided by the board of supervisors of such - In case the court shall arrange for the board of chil rarily detained in private homes or in an institutieoior_ reasonable sum. to be fixed by the court. for the h» 1' children shall be paid by the county treasurer out of~~ fund of said county. ;; 7i2A.l7 Hearings; jury; bond; counsel to represent chlldpupz Sec. 17. The court may conduct hearings in an informal i L‘ may adjourn the hearing from time to time. Stenographic : other transcript of the hearing shall be taken only when_r I: by an attorney of record or when so ordered by the courti’I} bearing of any case the general public may be excluded and ~ l. persons admitted as have a direct interest in the case. In all hearings under this chapter. any person interestedinh; may demand a jury of 6. or the judge of probate of his own ififi who‘ may order a jury of the same number to try the case. Such use shall be summoned and impanelled in accordance with the lay r to juries in courts held by justices of the peace. : Any parent. guardian. or other custodian of any child heldfihg_ this chapter shall have the right to give bond or other securit ‘r the appearance of the child at the hearing of such case; and ii” event such child or his or her parents desire counsel and are It": to procure same. the court in its discretion may appoint cannot? represent the child. The attorney so appointed shall be entitl ". receive from the county treasurer from the general fund OidU county. on the certificate of the probate judge that such so fl“ have been duly rendered. such an amount as the probate judge ;l7" .' in his discretion. deem reasonable compensation for the ser!{; performed: Provided. That the prosecuting attorney shall app ”.f the people when requested by the court. g 7i2A.I8 Juvenile division of probate court; order of disposl.. is child; reimbursement by parents. COIlection, special guardi if' \ Sec. 18. If the court shall find that a child. concerning1I: petition has been filed. is not within the provisions of t. éi . ter. he shall enter an order dismissing said petition. If. -;" the court shall find that a child is within the provisionii: chapter. he may enter an order of disposition which .II.:_: propriate for the welfare of said child and society in . facts so proven and ascertained. as follows: I..3;;I .9 _ (a) Iarn the child or the parents. guardian. or ‘*L;' iffgetition: ‘fif?%he child on probation. or under supervision in his own ;1\;hhh terms and conditions (including reasonable rules for -"' of the parents. guardian or custodian. designed 'or the .ifzfiental or moral well-being and behavior of the chiLdias jitphcll determine: 4&7-e the child in a suitable boarding home. which if a home ._':- not related to said child. shall be licensed as provided _fl ace the child in or commit the child to a private institu- .;f agency incorporated under the laws of this state and ap- ? er licensed by the state department of social welfare for the ';f children of similar age. sex and characteristics; ‘ICbmmit the child to a public institution or agency authorized .; to receive children of similar age. sex and characteristics. .} ry commitment to a state institution or agency under this sub- iigm. except when all parental rights are terminated. the order T? contain a provision requiring the parent or parents retaining ’htal rights to reimburse the state monthly for the cost of the .gIglven the child to the extent such parent or parents are able ”9 do as shall be determined by the court. The amount of such ffbmrsement to be paid shall be included in the order of commit- ' of the child. It shall be the duty of the superintencent to fify the department of revenue of the date any child was received 'the institution or agency when the order committing such child Vguded an amount of reimbursement to be paid the state. The 'v'tment of revenue shall collect the amounts so determired and iiit them to the general fund of the state: Provided, That no 3.ections shall be made after a child is released or discharged 1"t delinquent accounts. The court in every order of commitment lgie state institution or agency under this subsection shall name ' superintendent of the institution to which the child is commit— 3".°' a special guardian to receive any benefits due the child from -if government of the United States, and such benefits are to be in the institution which the parent or parents are found unable *0 1m: .‘lf’ In the cage of a child between 17 years of age and 19 years of [III commit for a period not to exceed 30 days to the county jail. gfl commit said child for such minimum term as the judge may deter- ,I.. to the Michigan corrections commission for correctional treat- III and care. Parole shall be granted. rescinded. amended. or .éf‘k'd' or discharge granted. by said commission in the manner pre- Vflhwed by chapter 2 of Act No. 4 of the Public Acts of the Second ifljia:Session of 1947. being sections 791.21 to 791.43. inclusive. If ah. Compiled Laws of 1948. and any child violating parole shall ‘iItrgqt.d in accordance with the provisions of said chapter 2 of I;;fl¢. 4 of the Public Acts of the second extra session of 1947, - I . iii? sections 791.21 to 791.43, inclusive. of the Compiled Laws of I. . to the extent necessary to pay for the portions of the cost of. 11 x" w . II ’.J. 1948. and the period of tise between the die of; 1‘53" W" date on which said child reaches the age of 21 .' I I. ' sidered in the naxisus tern: Provided. hosever. ,. f connitted shall be confined and cared for sop¢r¢4f{:_ _ persons cossitted by courts of crininal jurisdla ‘;g~§‘ I...c be confined or subject to probationary or parole eI fi§»"fi 7 :.h twenty- -first birthday: (9) Require that the parent or other adult legally r? ‘1!“ the care of such child. unless said child is in the ~»_ ' dy of the court. provide such care. or reinburse the- 'g,11 for the cost of any care provided or to be provided by 5?’ a. h; state on order of the court. as shall to the court 00“: race and within the ability of said parent or adult so to lihs , 1 reisbursesent shall be credited to the general fund of 15‘ ;, -u|| state: - I .u‘ (h) Provide the child with such nedical. dental. suisf other health care. in a local hospital if available or e.i -§; saintaining insofar as possible a local physician-patient'.j ship. and with clothing and such other incidental itess. 4:3 court seems necessary. ,;I (i) Order the parents. guardian or custodian or any othofJé to refrain from continuing conduct which. in the oplnlfil tordcr court. has caused or tended to cause the child to cone withli}:_; remain under. the provisions of this act. ‘-t; Any order directed to a parent. or any person othsr'tkf' child. shall not be effectual and binding on said parent ;;f;‘ Mao person unless opportunity for hearing has been given pur'lf3' .' issuance of summons or notice as provided in sections 12 GIIKEI this chapter. and until a copy of such order. bearing the; h;. said court. shall have been served on such parent or other;’v ham (I) personally. or. (2) by registered mail to his last I dress. as hereinbefore provided in section 13. H.570“. A... 1953.1“ 139 Eff. Oct. 2. 1, 7|2A. l9 Juvenile division of probate court; suppienentsi 9...}; disposition; report of child placed in foster care. .‘ ‘. Sec. 19. Such cause may be terminated or '“ch.°tdgr,3” asended or supplemented. within the authority granted to . . in the preceding section. at any time or fron tine to t1f.f the court see-s necessary and proper. as long as the dhijJu; under the jurisdiction of the court. subject to tho pt§.£-. the following section. and such amended or .uppl...‘t.‘ be referred to as a "supple-ental order of dispogigmlg That in all cases in which the child is placed in {9. K»‘ court shall. at intervals of not more than 6 nonths gfifi recent order of disposition. require the county ’3; reports based on an investigation conducted by his J.' probation officer or on infornation submits; CI”, .' ". . —' * : :.- J .. by;il:fihily service or child.caring agency approved by 'gfff~ ng the situation of the child's family and close . ;,‘ 'Ipossihility of their reestablishing a hose for the -f JVrts to continue as long as the child is under the I" ‘5 the court. 1- . h'fi;..‘1951. Act 98. Eff. Sept. 28. \I. " ;'rsry or perssnent custody. ';§ ‘The court in all cases involving custody shall state in fliggr disposition or any supplemental order of disposition ;_l child is placed in the temporary or permanent custody of le. If the child is placed in the temporary custody of the i o_supplenental order of disposition providing permanent I? or containing any other order of disposition shall be made Tat a hearing pursuant to issuance of summons or notice as I in sections 12 and 13 of this chapter. If the child is 'ffiin the permanent custody of the court. all parental rights -{£Ilnated. though such rights may be reinstated by a supple- jfiordor of disposition. it] Petition for re-hearing. ?. 21. Any interested person may. at any time while said child Ahoor the jurisdiction of said court. file a petition in writing ‘y-or oath. for a re-hearing upon all matters coming within the itslons of this chapter and, upon said re-hearing. the court may '1‘. Iodify. or set aside any order so reviewed: Provided, That 1; tile the court may enter an order for supplemental disposition 'qng as the child remains under the jurisdiction of the court. “ to-hearing shall be conducted in accordance with the provisions 'is chapter relative to the conduct of original hearings. il.22 Appeal to circuit court: procedure; appeal bond not re- ‘ TIlred. phi» 3?.. 22. Appeal may be taken to the circuit court by the prose- -i‘-- attorney or any person aggrieved by any order of the juvenile K sion of the probate court. in the manner provided by sections 36 §;, inclusive. of chapter 1 of Act No. 288 of the Public Acts of ~..as alended, insofar as applicable. except that the provisions .;:.t10n 39 of said chapter shall not GPPIY and no '“Ch appeal -., . ffshall be required: Provided, That the pendency of an appeal i» not .ugpgnd said order unless the circuit court shall specifi- .;. so order. 'fifTORY: AI. 1947, Act 134, Eff. Oct. 11. t. . Unlawful evidence in actions against child. .. ’i;.23, A disposition of any child under this chapter. or any evidence given in such case. shall not in any uj'éT'i_.% h other cause or proceeding whatever in any court. T evidence against such child for any purpose who: " "MOI sequent cases against the same child under thing,“ T’ ‘ ed 1 7|2A.2¢ Placement in institution: sue-cry of 33;?T’ I.“ ence, progress report. ‘_-q {‘ Tg‘g-‘T " Sec. 24. Whenever the court shall place a child‘; h _ .f ;'T V_. private institution or agency. it shall trans-it ifTIT 9““ {"T TT T disposition or supplemental order of disposition ¢ 'TT Tn.“ L . . T . information concerning such child. and such child .‘T ThgT ."W I; ‘ ' . the care Of a county agent. probation officer. juv Ti? 'Idi i.‘ some other reliable person designated by the court t9 ,p.y lad V! we institution. and the same compensation shall he _‘-¥ 1 ‘ state for the transportation of said child as is TT . e1] .‘ ‘I 3 agents in like cases. Whenever the court shall place a child in a private » K ’ rated institution or agency. it shall require a progress .. l cerning said child which shall be made at least once every T from the date of the order. - HISTORY: Am. 1947. Act 284. Eff. Oct. 11. 7|2A.25 Expenses; payment. Sec. 25. All expenses incurred in carrying out the pro ST3:; this chapter. except as may otherwise be specifically pr _Ii? law. shall be paid upon the order of the judge of prohat 2» county treasurer from the general fund of the county. 9:;A. That the provisions of Act No. 283 of the Public Acts of’ i;h amended. being sections 722. 301 to 722.325. inclusive. of hi;- piled Laws of 1948. and Act No. 158 of the Public Acts of if I amended. being SGCtions 722.201 to 722.244. inclusive. of ti: piled Laws of 1948. shall remain in full force and effect. : HISTORY: Am. 1951. Act 98. Eff. Sept. 28. 7|2A.26 Punishment for contempt. . Sec 26. The court shall have the power to punish for 3X2? court in accordance with the provisions of (:hapter S of I of the thlic Acts of 1915. IThe Judicature Act of 191$.--; any person who wilfully violates. neglects. or refuses... fé. perform any order or process said court has made or . ‘ enforce-Ian of the provisions of this chapter. '3 Q .1 ,‘ .'II ' s' -I .4 Leif; :91- V . Suitdfle quarters. equipnent, and ”1;?" 7|2A.27 Quarters, equipment, supplies. Sec 27- ‘1.;‘1T}§Tsffii5rvieors of each county for the use of the ' F'T probate court in said county. of ceses: ennuel report by court. gjycburt shall saintain records of all cases brought T ”f‘reoords shall be open only by order of the court to I'st legitisate interest: Provided. That action taken 'fts or adults shall not be released for publicity un- .5»eIts or adults are adjudged guilty of contempt of 1 :fiunrt shall furnish the state iuvenile institute col- Il report of the adninistration of the juvenile divi- fore as shall be reconnended by the Michigan probate atlon. Copies of such reports shall. upon request. be ’ fiT le to other state departments by said connission. h: lit$¥tt ‘ ' t - O ‘ ‘ AA: 5“ 9’ :- i I. "In a I ‘b. ‘1' ~ APPENDIX B -93- lL. l'lv'J. A V - -2 hA le‘ULA c IJIXKIKJLSlJLJI(;DLJ IXIJJJ:1.L.L12\J ;L\J ISKJtiLiLJ.LL.\J ilkjiflifi L’HUUKAH km inn: li‘ifliLV‘LP-U ObuUULS IhlnuubQLLUH P4 5 A. SD"~‘L' F ’ D Lfi7‘u . b. ;>_C‘ .1 III.“! CV , r U“ '-1 ,Uwg:\1 I r U _ _J'J- nA_ E . Co E: _" ‘ 7‘6. U. AC‘G*t u v ;? B U‘(?:ow .f n ”C"17. E. n17;t;:v ‘ n‘glrt, ffi~ t‘c bc'ggi. IL. in 3“;N:L; «,T b L“‘ h- ‘ ’ ‘ r1 "' ‘ 3" UL'" 1 m . . ... 1,.1 A. LVJFYLQV ‘Ipfl u.:| . b. D'tPCpTM- ‘-J LL‘F ; U ._ D- “u a‘ h; c. b. In ‘r cit ". L~ D‘ r11 9 r-'u‘b . D. f1 1 3 ‘A3 l; f G:- 1"; lat-LC? ‘7‘? I)? ‘ 4 '1... be th’fic *' u to Cv"t; ;f M 'i‘c'C“. b—1 *- I 1' (J S 'J HI I J ...J [3 -J J Q 11.) ‘ w- I j 1 F , A 1 I‘ ~‘\ \. 1 ' '_‘_I — . r-lo .LI--_Lz . ... £1-..‘ v..- .. - ' .— ..—. .LVQ D ‘ ' If“: '_" ~ 1 -v~ ow --\ J- - _D t “I L ‘—r ‘ .- ~ ag. UL Um -, J,. A. n' *\ ’u ‘ a. a - _ . N ‘ D. mm ”CL: r°:p:» ’ n L2 ‘° u n _‘ nf' ‘ _1 _ 0 Ct L a "7 IJ'H‘ _‘ U‘- t; ’ ‘0 C 1 ' W ' ‘.l 7' 3 Ac .LIJ- ‘ "N'- DO I ,'1]"'— C" .-.' VJ" Dti..'1:j ., ~.1_ _; £x¢{lhl‘n tt. Jslbtlw~au‘~-~‘~° " h . .., ". .-- ~ 3 U; U_L.l_;C-« rVJO -99- :iu‘J—J _ . V U Q - I 1 — _ .- - VI 1"!" 1‘. '1 l‘ .5 L r 7 --..) ..V ~ _ -- . . ‘ . . 1 ‘ ,1 I‘ ‘ . 1 p, n I )3 v .‘I ‘1’] ‘ rul‘. " , - 'I ' A « I' ‘ ‘ . ‘ I’I'“ l I l' ‘ 'I A .L ..b‘ “‘ \. ..uv » ... --. A .. . \_, ' .‘ Q. i .IIL u - Q .1 - ‘J - '1 “ f . h l u I A ‘ I . 1 c I r. ‘ 1 . 1 b-'\‘ 11.: IE}‘ « 4.: 5“ I: J u; . ‘,“ I I ‘- . I". .V .‘— ._»- _-~ - _x... . L ... -7 J‘ u . ,.—. -—~. - -U _ U _. — 1 W I ‘ W . . c 1 fl fiI 1 2 1 I I _ « I... . ~ .I» . > . _ u . "- ' " 'I ~ ‘ - f ' le 1‘ I‘d L- ..'-. 1.1. ..-" I W _. . ' ‘ b. {4 D _.'. L 11. 4 ‘ I”. ‘ ‘ - U kl V . . ,-. n a , n ‘ n / ‘ o q 1 _ 7- , o . ,. . a . ., 0 L. “2‘ I. ‘ . . [3 I - gm . T I I- , - I“ n ., , I U . w I N in. , ! I“ 1. 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C. — . 1‘ 1 . .1 ....1 1.1.1 x A s n 1 . .11 d .1. 3.14 . v. y .11.. 1. . ...... 1 1 ... v _ 11 1.11. . ~11 . u . ..11 1. . ,1 .. I I.» 1.11 l . «1. .11\ .1 1 I4]. 1 \ 1_ _ 11 W1. .. 1 . 5. fl; le 11 L a. .. A1,! _ p . v! 1‘. .1 «1 .1 U .1 1 . V .. (x .1 1. ’ A. . . ...IU .. .11 1.14 1. 1 ( . 1 _ K, v 1 a 11 . . 1 . 1.. .1. x) a . x. . _ .1 . V _ 1v n.11 h n .1. I... \..v V1 \ .\. Ll. . ... . ‘- 1. .1. II a 1 .1_ u 1* u a n ‘ . . 1 . . . _ . I n.-. . . ‘4 . O . . ‘ — I Iv . ' t ‘_ . I. n +1.. h'. u u . i o 1“ v . ,1. 1 x“ 1 ‘ _ . . 4 fl .. 1 v 1 L «t... . .1 . ¢ _11I. . . ~ 1.1; w . nwi 1.. .1 .. ....— l f, «I. o I . 1. 1 1 1T1, .1. 1.. v 1.1 n_ .... O at; «(a m. _ _fl . \1/ . .1 x . . .1. .1. —l* . U ‘4 1 .snl/ a...” .11‘ . _ . ‘ . . .. .1 . 1 , .1 . 1 1 . «... n... _ . a)/ o. .1 a. . — . I . .1'.. x 1 2. J 1.. .-. p 1 ... 1 C .~ .. 1. _ 1. .1“ 11, .U .* Lb n. .1. 1 .. .. J... 111... L1, 1 .. n1+ . . , n. .. fl n1 1 ..1. 4 l 1 1. _ 11 . _ a 1* . 1 1 Fl 1 l r \ . 11. \Iu 1-1.. . v , . g. «1.1. 11. m1 . _ ~ \l. o g N 1 u d I ~ . a .11 1.4 n _ \. _1 1 .1 1...] N14 Ali I .v _11L ”v n M n _ I 1. . u ‘lol 1' «I .. . . u n . o . 1 \. . - . 1 _ _ , 1 6 71 .1 01. ....” 1 . 1'11 W1- 111 1 r’. u . 1L 1!. A. . J . . 1 .. 5 1 _. . . .1 1 . .. <1 11 1 .1 . u . 114. N 7 U IV V 1 a .. 1 v “L A 4 V . ’ V .111. .. .1. U. . . 1 . 1 1 I .. 5 x, l 1. ~ . _ A 1 L1 ,4 . 1 1 D ... L .11 1 . .. I r . . 1 . Wt V1: J I .. WI .V .1 u w 1 1'. L1H. .I . .. _ ._ 1.. N f -.. t . _ 1. . . .. . all I. v U H A— .1 “It; ‘1 . r r a... o 1.1,. V17, _ . n. - U a; .1 C 11. -. A .. . q. _ l 1 . . . . 1 1 I _ n" n . . \ ‘ \ a _ pv It .I. . Md \/ o. H 11 _ . .4 111. _ \ . . 1 .\ 1. . .11, l A . ._ ,v ~. . ‘1. . ., r . a J ; _ . I\ «Q . .1 v- 1 .— .1. _ n w. 3.. 1|. .1. 1» o . . r , c -H . c 1 .. a 1 e , _ w e . C -. ., 1 ..1 a. 1...” . . u 01, . 1.1. 1C n1 .. 3 .. 1 _ ..., a.-. 1 1. . _ 1 ..I._ 1 L . 5.1+ .1-.. ..1 .. .H. .. A 3., .1— 1 ... .i \ . A. ..- <1 I .1 .1. C _L 1, .. _f _b 1. 1 ... ... ..., ... e .... .1 . . 1.”. ... a w; 1L 0 C m... ... o .1 L. 1 “ ..-. . .11. .11. 1. .. 1H“ .1 ..w _D .v L14 1. 1. ,. u . D .1; PL . . .H . fi , 1 C ‘71 - | , r) a -1 , ' ..l __ .L r-‘ ’3 ‘ f: 1 . .. . i... C‘ ..- I. LIV VII 1; LU 0|. 'fi 4 ‘fi' -101- _4 n \ ... she foe allowar cred i: any qut D home a It is lith t other after of the out '11 the 11: board, apgro to be respc schoc rill side in I rill YT? fig“ -u- the foster parents regarding the procedures for board payment, allowance, clothing eXpenditures and other items Specifically cov- ered in these procedures or about which the foster parents raise any question. D. Placement of Child: Notice of Placement Arrangements for the transfer of the child to the boarding home are to be made by the placement worker directly with the school. It is the responsibility of the school to have the boy or girl ready with the necessary clothing, school transfers, ration books and other requirements should be provided for by the school. Immediately after placement, the worker is responsible for forwarding two cepies of the record data form (DC-Swla) or the MCI form, which are made out in quadruplicate to the school. The record data form contains the name of the child, date notice is effective, the name of the boarding family, address of boarding family, rate of board and approval of any other regular eXpense to be allowed. One copy is to be kept by the worker, one by the Institute, and the worker is reaponsible for forwarding the original and one duplicate to the school. B. Notification of County of Residence The regular notice of placement slip sent out by the school will go to the county agent of the county in which the child had re- sided prior to commitment. When a child is to be placed in a county in which he resided, or in the same proximity, the placement worker will clear with the probate judge prior to the actual placement. III. Care of Children in Boarding Home, A. Rate of Board: Payment of Board The rate of board to be paid will depend on several factors, the type of child being placed, and other individual items to be taken up by the placement worker with the Institute Superintendent. Board payments will be made directly to the foster parents by the schools between the first and tenth of each month for the preceding month. The Institute shall submit a list each month to the schools with the names of the children and the foster parents along with the number of days' care for which board payments are to be made. (Reg- uireed by the Auditor General). The day on which the child is originally placed is included, as well as the day on which he leaves if the child is transferred to another home, is truant from the boarding home, or is returned to the school. The worker is to receive a statement from the school as to the payment of board and other expenditures. B. Clothing Upon leaving the school the boy or girl is to be provided 'ith sufficient and suitable clothing to meet his or her immediate needs. The worker is expected to assit the foster parents in planning. ~102- fer the unusual budget the ac1 ual in: are to to be to be order for bc heti1 fiftet hoard my the c‘ requ: Ierh eerv of e Supe "‘rf— -5- for the purchase of clothing for the child and to be aware of any unusual expenditures which the foster parents make. While the annual budget for clothing for each child is set between 860.00 and $75.00, the actual amount spent will vary considerably and may in individ- ual instances go beyong the maximum figure. The foster parents are to secure receipts for all purchases over $1.00 and these are to be attached to the itemized statement of eXpenditures which is to be sent to MCI directly and approved by placement worker. In order to be reimbursed for these eXpenditures at the time the check for board is sent out, the statement and receipts should be in the Institute by the fifteenth of the month. Items purchased after the fifteenth of the month will be paid for with the following month's board check. C. Medical and Dental Care The foster parents are authorized in all cases of emerg- ency to take the child to the local doctor or, if necessary, call the doctor to their home. If any unusual medical or dental care is required, this should be discussed by the foster parents with the worker who is supervising and arrangements should.be made for this service. Should the worker have any questions concerning this type of expenditure, the matter should be taken up with the Institute Superintendent. . In case of an emergency requiring hospitalization or an operation, the foster parents should immediately notify the worker, who in turn shall inform the school. The children under this program are eligible for assistance through the Crippled and Afflicted Children's Act. It will be the responsibility of the local worker to see that the necessary papers are filled out in these cases. When an emergency major operation is necessary and consent is needed, this should be secured by telephone or telegraph from the superintendent who would notify the hospital and give the necessary permission. The written consent would then be forwarded by the superintendent to the hospital. Get blanket forms from GTS or BVS for workers to sign superintendent's name, both for authorization at U of M Hospital and for operating permits. D. Allowance and Other Expenditures The need for and amount of allowance for the boy or girl will depend on the individual situation and should be discussed by the worker with the foster parents. In general, the allowance will be between $1.00 and 34.00 per month. Purchase of school supplies and incidentals, after approval of same, will follow the same pro- cedure as for clothing. E. Initial Expenditures It is possible for the school to advance funds for the purchase of clothing and other necessary items immediately following the placement of the child. This should be arrange for the local worker or district consultant. -103- I‘ ”I“ n l ‘(T'I ‘1 .v. . ,. .. a ..v . r ,o . \. _ _ .. 1 .- l. v.. n. . ..¢ ( he ‘3. 1. ‘7; re r\ i -104- V _ . ‘ .\ 1.‘ 7 - l \ 'v» 1., .L .1 1 1 L. _ t_ _,' , a y - (‘ _' ‘fi . _ .L , . .‘v z -. o q u . ..- . . 4" w \ w e .. - a- ., ‘ a" - ' ' I I" a.-- ...... ,, . U -- . , -‘ .... u . J. 't r I < e w ' L, .. ,. I ,- l « -I ‘ v - \ L - a ..xk. . , r , . - I . a” '4 t I W "' - I ~_/ ‘ ‘ n '1 '1 _ - 1- u _ _ .. . , . . . _ f‘ . i A; _ l r " n'|| :‘ v ‘ J . * l r! ' v n - *w I " ‘- . P - ’ ' ... .4 A , — . . .7 v "v V x ,_.l . . . -‘ . u. e C v \ “ '. ‘ ‘ _ A .. {. J g . Vv ~ 1 u ‘ 1 a. J . t- t I ' rt 1 .- ' ‘ .1. ..., - a ' I‘ '\ _, _L._ o \ ...- _ .a n v . . I ‘zi . ‘3'! l .. . i. - _ ~ w ‘ n '\ , L) . ‘u’ ;v‘ e —‘ 1‘ I ‘ ‘.‘ ‘- .-..__ .— -. \ ‘3 'o' n -‘r“1 .‘ g L U . Ad . . V 'I‘ '4 . . ,. _, J ' w v. - _. ~e ~ 'e . . V - 1 Q ‘ we . . . , . . x ,. .-- _ .‘ V "u q . ‘I . 1 ‘ n (‘ ' It -« »v ‘T .- A’KV ,. _— v..- j '- 4.05- e O . .x .- V .‘ .1 1 . 1 U .. n . . v t '5 I ~4'.-— e ‘l A. .4 . U n '17 ‘ ._.\ r -i .. - am. a .L-~L v e U A .‘fi - o x U . . \ W‘ --_'. y n e - . "i , I ' ’V - e w .L... -4 w r ‘ A. :4 U 1 . 5 f v .fl r . -..... .1 ‘ ~ 5 . I b ‘ A l v . l 'e e e. u n . v .. _. APPENDIX D SL5... " 25.‘ 33*. $732th 0? SOCL'XL WEIIFI'SE landing 1%, Michigan April A, 1950 I teem TO: Staff of Chiliren’ a Division En‘ FE: 37:11:11 3’.“ an SUIJZCT: Biff; Warrants by Children's Division ("1. 2 2411: 922ml 1:23.22 xiii“ 2.2;» for 12.1 were” nt of Child 2‘81?» from 130313 Voca-...:21al 2. x2 Sch-3:1 1231'} hr: 1 die elcpsvi'c2'21d are to he followed subject to any ct”: '36:} at my be islicnted as t4- program develops. Samples of Pine .‘Z aunt 1.2281. and Statement of Expenses have also been developed for this pregram. Pleat-e nets unc‘rr the heading "Board", the sip-1i cit d ..rections which . cover matted of re*"‘.i’iru. placennniis, chziurges, etc. The directions and em. .:.3 must be follow-ad if foster parents are to receive their checks when due. Placement Hoticce and St tatement of E: as eforxrs are not numbered and v1.1.1 not he cs ‘ied in the stock roe. £211.23 £11.11 Lne Murphy, V110 is the lie 1220.1 Person with the school, handles the 3': app lies and w ll help on these 21.-teen . '33? I urre , despite other responsibilities, that these school referrals be processed as rapidly as possible. The Children's Division has seemed reaponuitility for this service and an important part of the program clematis on the speed with which these boys can: he p""ced. I/any of them have alreae y been in the sch vol too lcng at the time of referral. -1xw6. l’tfi ‘ 7123: ; reques‘l fig C: 2:152 inc‘ gstzent .2: infer 2:12 whet xii be tests I i'. refe: - a «45 .3320; u IE3“- m .39 N N V. I M n1 ‘— A- ides: Place} vent - A flu V U l.“: Val. "‘ YEA L w] TECO] 1P“; “sub 51 by ’4‘!“ 9 .CL lye: uy V; in Procedures in3_BVSV Placements by the Children's Division Referrals: ill requests made by Boys Vocational School to the Children's Division for boarding care placements should be directed to the State Office. The request should include a capy of the School's admission summary, a report of the boy‘s stunstment during his stay at BVS and smmnaries of psychological or psychia- tric information available. If BVS has suggestions regarding a section of the State where placement might be best this should also be included. This request should be received in triplicate. Requests for the time being will be referred to the Consultants who in turn will refer the situation to the County Children's Worker. Workers shall have an opportunity to visit the boys at Boys Vocational School prior to placement. Board The rate of board will depend on the local prevailing rate and the type of child to be placed. However the board rate cannot exceed 810 a week unless prior approval has been obtained from Boys Vocational School. A Placement Notice form (sample attached) should be completed when place- ment is made and whenever any change in board plan is made. The white 811d yellow copies of the Placement Notice are forwarded to the state office of the Children's Division. The state office will forward the yellow copy to Boys Vocational School. The blue c0py is sent to the District Consultant and the worker retains the pink copy for the county record. The state office must prepare for Boys Vocational School a monthly certification of board payment. This report must be prepared by the 28th of each month, therefore if any changes are made just prior to the 28th or through the end of the month the state office should be notified by telephone or telegram. When such procedure is necessary the Placement Notice should be submitted to confirm the call or wire. Board payments will be made directly to the foster parents by the School around the tenth of each month. Clo hing The boy upon leaving the School is to be provided with suffifient1 th Clothing to meet his immediate needs. The worker in purchas..ng 0 2h t ing should keep in mind the locality into which a boy is going so a he can be dressed like the average boy his age of that community. The worker should also keep in mind the need for economy and explaindtg the boarding parents that while a boy is to be adequately clothe uet consideration should be given the purchasing of clothing. A statgrixsn 0f BJCpenSe form should be completed when clothing or other allow?1 1: items are purchased (a sample is attached). .The worker should cticns the form closely before submitting to determne that the instru‘lc)e cub- included on the form have been followed. The white copy is to an: mitted to Boys Vocational School, the worker keep the pink £03321 also the boarding parents retain the yellow cepy. These forms d aired be Submitted by the 28th of the month if reimbursement is as during the following month. “+fi7- :11 2‘81" r..." "refost . - ~ . . ‘ .. :cjtot -" ‘i - ' . “ ' ' Linen-E :- '~ H - ‘ 125° . .6 ”my“ J'. a H ‘ \ sn: .4. AJI teneve' . , . “Jail" - - - ezzers v.4» 7.] ...QU _HI .‘. 2 . ' _ a? tin ‘ sicien‘ 12 t1"; Ride - R 3c my ' 21‘ Q! va. -! 0" i Edical Care The foster parents are authorized in all cases of emergency to take the boy to the local doctor or, if necessary, call the doctor to their home. , In non-emergent medical needs, dental care or eye examinations an esti- . ' mate should be obtained and forwarded to BVS for approval. Use is made of funds available through the Crippled and Afflicted Children‘s Acts whenever possible. The School makes all such requests through the Ingham County Probate Court. The County Worker should make certain the boy enters a hospital approved by the Crippled Children's Commission and that BVS is notified immediately so that application can be made within the time limit of ten days. The worker should also see that the phy- sician's report as required by these Acts is completed and forwarded to the School. Incidentals A monthly allowance is available for each boy, however some boys may not need this if they are in a placement where they can earn spending money. Two dollars is the maximum allowed. Expenditures for school books should be submitted on a statement of expense form. mervision The frequency of supervisory visits is left to the discretion of the worker. The MCI placement workers have usually followed the practice of seeing the boys every two weeks on new placements. BVS would like quar- terly progress reports. If a boy is making a poor adjustment the worker may want to report more frequently. Send this report to BVS with copy to the Consultant and state office. Parents will be notified when their son is placed and they will be given the name of the worker but not the name or address of the boarding par... ents. The worker is to decide if the parents are to know the h ~ of their son as well as whether they can visit him or if he Shfiuildezgeuts allowed visits at home. we BOARDING PARENTS SHOULD BE mmuc'rsn TO courier mm mus . THEY SHOULD NOT WRITE OR CALL sore vocmxomiogpéhogim Manta: If a boy runs away from his foster home the worker should - Sheriff or State Police. The School should be noti first not“)? the fied merits can be suSpended. When the boy is located the 3011:1310 aginggamng 13%“ of the disposition of the case, i.e. whether he was returned to high:- notifieg ‘ detained in the JuVenile home for further study etc, If . hem Jf boy should be returned it is not necessary to give the chzlisddecided that a 9 I? If Possible the boy should be returned on week (1 a Vance notice. 8Y8 betw A0“. and 53'“) POM. can the hOuI‘S Of 8200 MaL111ng Instructions : All mail forwarded directly to B.V.S. should be address Limm arr“ A? Racial Services. .108- 8d 130 Mr. Donald Qh‘,‘_, v,idren'| 1 :nltan' Mum’- Boys rut b EEIEC ' rm mm 3!!! "'1‘ J. ;£5.. e": '_-. . 0F amen - iy- ‘Hmah Prirfiib Sending“ hotn- -- A- O- -.. . ’ -~My_il m umztouum‘am _ die! Plus-en . a Missed - i .. . 'a Replace-est D “stun to IV! ”D Chap 02 odds-cu (of present boarding D parents) (ing. of use “I! 17 h. ...] n5 " D' W— “dream—_Cwntv ‘ of board “I “Iowans—......— l transportation” by D.V.l. 'lleneeuo expense , pm.“ by: W “I family A“ "."0' or R‘F'D'w ' "“t.ll : j~vieed by: a W Worker * flu?” .‘lj‘ some" n; v- «c.3033 ‘N'llc’. V“1‘71M‘M“:’ ' | ‘v J y {I :.,aui'. p.13 n'H. '. I- \liqab‘lfl an ".3 so“ .'-.- o 1' .. .‘ f' A 9“": 1* ...—"1.1.1.4 ll“ ': ii that the items listed above were purchased for the ‘_ fills slip and I request reimbursement. Signed W Approved (scares) lpts on ssles slips for sll items listed shove. s {ro- physlclsns snd dentists should slso be itemized. _ ' Dr. john Doe - one office csll $1. 50. Esrsche. '_."Irsnts should keep s duplicstc of expenditures until reimbursed. ... silty for economy should be kept in mind in making purchases. rsts shoot for each child. If more then one word is in the home. 's receipts should be made for esch boy. _i. should be received st the Lsnsing office by the 29th of the é. -~ It. Otherwlse bills will be held over snd included in check sent ...IICI'I lster. :‘t is to be made directly to s store or other vendor. be sure to cats this under (8) shove. r should spprove items purchased. ‘~do not use this sheet for correspondence. 'lihl‘wlth receipts sttsched should be mailed to: .{I‘ sovs' VOCArIowAL SCHOOL BOARDING HOME PacesAM 400 N. PENNSYLVANIA AVENUE LANSING ll. MICHIGAN 232mm 10 m3 ; mmct‘l email wlbsnofl [OM38 l ' .; 'flew‘eq ‘nd- 03 sobnov ‘ -094!" -, rr‘s MM 1):)de A .| T Wild. film “0 “9" men: '1“; nu Home” A70! . wwwlq rofl riuwll T, v] .‘S we rinruq amine 10‘. vain rum s :-'.~u‘.- :vavs 0 q‘.:V-51 e w «W W ani' .‘Hldi 1. -. MC ."f) I" Inn‘f‘ : «J \ ”In“: a r! :5 lnsT'qu lino e'sozhf' . m w Mum‘s zen-hos q ‘;r‘xf a!” 10" 0" "3 . ’thjfii dtlv mrol s2 APPENDIX E STATE DEPARTMENT OF SOCIAL WELFARE lensing 13, Michigsn April 22, 1951; CD3 # 60 TO: Staff of Children's Division FRCM: Ruth Mongfiupervisor, Children‘s Division SUBJECT: BVS Placements by Children's Division (Revision of CD3 #314) The attached procedures for placemrrt of children from Boys' Voca- tional School are being offered because of some changes which have become necessary since the program started. Here specific directions are to be noted particularly \mder the headings of Board, Medical Care, Supervision and Reports. In gen. eral the policy under which boys are placed has not changed. We hope that with these new changes the procedure for placing end supervising boys from the School Will bring about fewer problems which occurred because of misunderstanding of the procedures. RBwa Attach . ~109~ .. . n5 e. E .Nld v Q . ed . A .n‘u P a, o t. ‘1 L a A Procedures in BVS Placements by the Children's Division Referrals All requests made by Boys Vocational School to the Children's Division for boarding care placements should be directed to the State Office. The request should include a copy of the School's admission summary, a report of the boy‘s adjustment during his stay at BVS and summaries of psycho- logical or psychiatric information available. If BVS has suggestions regarding a section of the State where placement might be best, this should also be included. This request should be received in triplicate. Requests will be referred to the Consultants who in turn will refer the situation togthe County Children's Worker. Workers shall have an Oppor- tunity to visit the boys at BVS prior to placement. Board The rate of board will depend on the local prevailing rate and the type of child to be placed. However the board rate cannot exceed $10 a week unless prior approval has been Obtained from BVS. .A Placement Notice form (sample attached) should be completed when placement is made and whenever any change in board plan is made. The white copy should'be forwarded to the Children's Division; the yellow copy goes to BVS; the blue copy is sent to the District Consultant with the worker retaining the pink copy for the county record. Ih§_state office must prepare for BVS a monthly_certification of board payment. This report must be mailed by the 28th of each month; thereforeJ if any changes are made during the last five days of the month1 the state office should.be‘— notified by telephone or telegrgm, When such procedure is necessary, the Placement Notice should be submitted to confirm the call or wire. Board payments will be made directlf to the foster parents by the School around the tenth of each month. Clothing The boy upon leaving the School is to be provided.with sufficient clothing to meet his immediate needs. The worker in purchasing clothi should keep in mind the locality into which a boy is going so that h 'ng can be dressed like the average boy his age of that community. The e worker should also keep in mind the need for economy and explain t boarding parents that while a boy is to be adeq o the uately clothed consideration should be given the purchasing of clothing. 2 due Worker must approve all expenses for clothing and other a before they are purchased. After this verbal approval to submits sales slips from stores together With the listing :Eerchparent the Statement of Expenses to the worker for official approval ese on bills and statements from doctors must be submitted to the Work Similarly, er er llowable itsms -JCLCL- apron the bi "'éuvli 1"?“ smuid inatru is to board sum1 the f < ’ I. ‘ 3:113 “ The f the t their tions 'Sse 1' m.” «.1; JJ hpl be I: fol] this affi -2- approval. The worker submits the Statement of Expenses together with the bills to BVS. Ag: duplicate bills submitted should be flKEd :duplicate" so that these bills will not be paid twice. The worker should check the form closely before submitting to determine that the instructions included on the form have been followed. The white copy is to be submitted to BVS, the worker keeps the pink copy and the boarding parents retain the yellow copy. These forms should also be submitted by the 28th of the month if reimbursement is desired during the following month. Medical Care The foster parents are authorized in all cases of emergency to take the boy to the local doctor or, if necessary, call the doctor to their home. In non-emergent medical needs (dental care or eye examina- tions) an estimate should be Obtained and forwarded to BVS for approval. Use is made of funds available through the Crippled andfoflicted Children's Acts whenever possible. Application for services through the Crippled Children Commission should be made to the district offices of the Commission. This process is as follows: (I) obtain physician's certificate stating the boy's need for this medical care, (2) contact the medical coordinators in their district offices - A. H. Miller, M. D., Gladstone, Michigan ‘Alger, Baraga, Chippewa, Delta, Dickinson, Gogebic, Houghton, Iron, Keweenaw, Luce, Mackinac, Marquette, Menominee, Ontonagon, Schoolcraft Carleton Dean, Mt D., Director, 252 Hollister Bldg., Lansing Alcona, Alpena, Antrim,.Arenac, Benzie, Branch, Calhoun, Charlevoix, Cheboygan, Clare, Clinton, Crawford, Eaton, Emmet, Gladwin, Grand Traverse, Gratiot, Hillsdale, Ingham, Iosco, Isabella, Jackson, Kalkaska, Igelanzu, Lenawee, Livingston, Missaukee, Montmorency, gems , Oscoda, Otsego, Presque Isle, Roscommon, Shiawassee, Washtenaw K. C. MacPherson, M. D., 3076 E. Grand Blvd., Detroit Bay, Genesee, Huron, Lapeer, Macomb, Midland, Oakland, Saginaw, St. Clair, Sanilac, Tuscola -ljjg. . .n‘A ~ouJ... - ..1, 4.! :M' uuv 'lit William L. Bettison, M.D., Federal Square Bldg.,Grand Rapids Allegan, Barry, Berrien, Cass, Ionia, Kalamazoo, Kent, Lake, Manistee, Mason, Mecosta, Montcalm, Muskegon, Newaygo, Oceans, Osceola, Ottawa, St. JOseph, Van Buren, Wexford C. H. Eisman, MtD., 3076 E. Grand Blvd, Detroit Monroe, Wayne (3) make certain the boy enters a hospital approved by the Crippled Children Commission and that BVS is notified immediately. Incidentals A monthly allowance is available for each boy; however, some boys may not need this if they are in a placement where they can earn spending money. Two dollars is the maximum allowed. Expenditures for school books should be submitted on a Statement of Expense form. Workers should routinely check with BVS Business Office when they visit the School to verify and clear up special prdblems and routines regarding board payment, expenses, etc. Supervision and Reports The frequency of supervisory visits is left to the discretion of the worker. The individual case requirements should be the guide for this service. The uarterl r ess re ort must be made to BVS re ularl If boys make a poor adjustment or they are a problem, more frequent reports should be made. The original of this should be sent to the School with copies going to the Consultant and State Office. Parental Contacts Parents will be notified when their son is placed and they will be given the name of the worker but not the name or address of thio boarding Parents. The worker is to decide if the parents are isit know the whereabouts of their son as well as whether they can v him or if he should be allowed home visits. THE BOARDING PARENTS SHOULD BE INSTRUCTED TO CONTACT THE LOCAL WORKER ALWAYS. THEY SHOULD NOT WRITE OR CALL BOYS VOCATIONAL SCHOOL. ~llib- -h- Pre-release Plans Worker should be constantly making plans for some type of employment for all boys in the foster care program. This is especially important for boys 16 years or older who are not in school or who are not progres- sing well as they have more emergent need to help prepare themselves for some type of work. Boys may be discharged upon recommendation of the worker in order that they can enter military service. This discharge can.be predated by six months if he has been in the placement program that length of time, if such is necessary in order to meet military requirements. Truants In case of all runaways, worker should follow through on all logical means of locating the boy, making proper inquiries of friends and relatives of the boarding parents where the boy may have gone to locate before considering him as a runaway. If a boy cannot be located by this means, the worker should immediately notify the Sheriff or State Police. The School should be notified also so boarding payments can be suspended. When the boy is located the School should be notified of the disposition of the case, i. e., whether he was returned to his foster home, detained in the Juvenile home for further study, etc. If it is decided that a boy should be returned, it is not necessary to give the School advance notice. If possible, the boy should be returned on week days between the hours of 8:00 a.m. and 5:00 p.m. Mailingglnstructions All mail forwarded directly to BVS should be addressed to Mr. Donamd Church, Supervisor of Social Services. Egrms Both the Placement Notice forms and Statement of Expenses forms should be requisitioned from.the state office. Please designate that you wa t these forms for Boys Vocational School Boarding Home Program as the I1 Placement Notice does not have a number and may be confused'with MCI Revised h—19-5h -1JJha~ ggldfen'! psulun‘ yldtcn'I BOYS mt h it CIIE‘ EILD. ECTN kudi imet 'l ,1 A? 1'. . \ Swim - e .-_ 2 maf‘tkw ,-,s 'I‘v- . .. .. mm - gaunt " whim ..- _.' H " - end My; 1! as! 01' the “nodes-chaps New Places.“ “I. load Res! com“ been to BVS Gang. of address (of pruntburdisg parents) Change a! rat- “a. (at 1y. " N.' .2“ '5', D' W— 0. Mire-W ' County 'hte 0! board ________________ . ”dis. sllowuces__________ his“ transportation—".... Club“! by B.V.8.______________ -‘Ooollucous expenso_________ . “morvised by: 7.. hm: No. or 3.17.0. ’00. “at..."Muunty ‘MW 3 of notice: - '0'.‘ .. fi .: ' L; - '-9 two ‘ . P t. 4. i" u. .\ some» massif" n'. a ,;,a ..P .‘_L .’ . mun}! mo“ nmbwofl‘lootbt “ l a ass-ms, 3-23....2: -‘ . . 2.. "as :1 them” he” ‘ . meat?“ 0'.“ oath -.- ...--.” :zaod Iu'em‘ “"0310 ”token? 1. 1:15 {doling 1 “i W1 E29043 -. 1' ...a 'w l ‘06!“ C . ~55 ’ gdfb‘q‘. . t ’ .'. , ' 4‘ We?! [1’7] STATWE ‘a Safe ‘ZEE ; Vocatiornl School Boarding Home Program of —:— l. _. A 19 . A. _‘h ._ 4‘ w f. v y""u IYEN PQWCH‘SED APOUNT WWI-“v.- w- . A V J C r s V ‘1' m —-‘ WW“ _1} tam-“man“-mu-fi ...—M A 1" _ .fi .. 7 ,_ - s : V ' W a o ...-gusts... mum-nu. ~ .3. -o'_m‘ “Ln—www- ...w“.-. . I s M M wuv“ v stunt-4.9:: new—M TOTAL.$._._nl-..unL...a “'Ify that the items listed above were purchased for the this slip and I request reimbursement. Filmed Tsomo mc’PARENT) Approved —# Mn (WORxffl) [9 slots on sales slips for all items listed above. s {ram physicians and dentists should also be itemized ‘ ' E: Dr. John Doe - One office call 5! $0. Earnche parents should keep a duplicate of expenditures until reimbursed. lity for economy shduid be kept in mind in making purchases. ,“tste sheet for each child. If more than one ward is in the same, x -r's receipts should-he made for each bay. 'Vl should be receiVed at the Lansing office by the 29th of the vth. Otherwise hills ltil be held over and included in check sent S"th later. _,nt is to be made ditcotiy to a store or other vendor, be sure to lgicete this under (3} CbOVe. 4 -r should approve items purchased. '5- not use this sheet tot-correspondence. ';n with receipts attach'd should be mailed to: sors' wool-norm. SCHOOL 905M515 WE PROGRAM 400 N- mYLVANIA AVENUE LANsons 11. 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" .m>om _ I . - . . . . . _ i; —l llllllll l- — _ . 325.4320”. . 32.2.2333”. . _ .PU_¢.—.W.O " (Mm—4 , m u _ . . _ . . _ . . - . _ 0230 . 025293.. 024. 20.920 ...... mo. . zo_m_>_o . ._ 205...... 13.133. m.2mmo.::u 323.3 32555? ... _ ..uzzommmm ...o . ...o 030.... . _ 20.220 I zo.w.>.o . 205.38 1 A . _ . _ _ 1111111111 Prnluunuunzlpauu1nnu.uuuu 3032mm- usuom 4 muoSmmm 3.225.259. 2092.33 23.2.9.3 323.23... maid; 3.60» ..o ..ZquEuo whim 3.525.220... . mOHmea 2069228 ”$5.52, .268 25.122 wm> JSUOW ...O ...Zufikmddwo 2.10.192 ...O ”...:ka "" ”lidl I gnu ‘30:... mo euauw. 4‘ l"!!‘ ‘APTimUIEXIH GHUEHP'V :uwab ordunoowq . «so: ocwvuuom cuaumuucu ..aauvfiwau aumfiguwz Ava» 53 unooxov M nwom>uom W 4.:ouvqwau aucaoo m . uuauuaauaou » I ..ll. uofluuuwo , ”a.m-Inwpbn , Museum vac nouw>uom vaowh no anw>uom=m Japooamm oucovaoanouuou can mucosooudm Qfiunuvucm anauU «Hooaum mcwvuuom wuoU won .H uflAOu DO ooduwo uowuuowa muasou o=>u3 unawuunsm madam oodumo Cucum .| IP .. fl.‘ . .I PI. l L’ I. it. F avow>u0m .=¢uv~«£U aucsoU Unhbt I ‘ acanm>ma u‘:auvHM:U uoaw>uuasm p¢<=o >¢¢m.>¢um=m 83;; 38.220 «hogan! adauom no uuoauuommu Eggnog mo ouuum .{fi15- BIBLIOGRAH'IY a EOE F 1c ~117- goks Mcghorn, August, WM Youth, New York, 1116 Viking Press, 193 . Carr, Lowell Juillard, Delin enc Control, New York, Harper and Brothers, 19%. Cohen, Frank J., mildren in Troubl , New York, war. Norton and Company, 1952. English, Spurgeon 0. and Gerald H.J’. Pearson, Common Neuroses of Children §r_1_d gulp, New York, VJ. Norton and Company, Federal Security Agency, Social Security Administration, Chil- dren' 3 Bureau, figme Eacts about Juvenile Delinguggcz, wash- ington, D. C. , Government inting O f as, . Predericksen, Hazel, 'Ihe mild and His Helggg, San Francisco, v.11. Freeman and Company, 0. Glueck, S. and E. Glueck,Juvenile Delin uents Grow U , New York, ‘lhe Commonwealth Fund, 1%. Hutchinson, Dorothy, In Qgest of Foster Parents, New York, Columbia University Press, . A . 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Clendenen, Richard, "After the Training school - What?“ National Probation and Parole Associ tion Year Book, 1950, PP- 55-72;- Hagen, Helen 12., ”Foster Care for Children", goial Wonk _Y_ear Book, Twelfth Issue, 1954, pp. 225-232. . A Josselyn, Irene, ”Evaluating Motives of Foster Parents", Child Welfare, Vol. mu, No. 2, February 1952, pp. 3-9. Loner, Edith L., "On Finding Foster Homes", Child Welfare, v01e XXXII, N00 5, Febmm 1950! pp. 3-50 . .. .1 PapanekrBrnest, “The Training School: Its Program and Leadership”, Federal Probation, Vol. XVII. No. 2, June 1953. -120- Pray, Kenneth L.M., "The Place of Social Casework in the Treatment of Delinquency” , Social Se ice Review, June 1945. Slavson‘ S.R., "Social lie-education in an Institutional Setting, National Errobation and ngle Ageocigtion Yeg Book, 1950, pp. 50- . Weisenbarger, Ruth, "Direct Casework With the Child in Foster Home Péacement", Child Welfge, Vol. XXX, No.4 ,April 1951, P1» 3- . — . 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