A STUDY OF ADLERIAN CHILD GUIDANCE COUNSELING AS MEASURED BY CHILD AND MOTHER RESPONSES TC PROBLEM {NVENTORIES “195%: {or flu Degree of DH. D. MECHIGAN STATE UNIVERSITY Don C. Dinkmeyer 1958 :2“:’.E:S This is to certify that the thesis entitled A Study of Adlerian Child Guidance Counseling as Measured by Child ard Mother Responses to Problem Inventories presented by Don C . Dinkmeyer has been accepted towards fulfillment of the requirements for Doctor of PhiloaortmtJree in Administrative and Educational Services ”I II I . ,. .. _ . /x AA , w / " /" r' 4 il/C ’ I ' / ’ i/g/P :1 " , (AC/,1 2/ M?- s.‘ ‘v . V ,' .i--’ p / Major professor-"'- Datem 8: 1958 0-169 ___ ,r‘ L LIBRARY Pliichigm 9mm Uriwrsity [ 1 ‘ . r ‘— A STUDY OF ADLERIAN CHILD GUIDANCE COUNSELING AS MEASURED BY CHILD AND MOTHER RESPONSES TO PROBLEM INVENTORIES By Don C. Dinkmeyer AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Ibpartment of Administrative and Educational Services Guidance and Counselor Training 1958 Approved ABSTRACT The Purpose of the Study This study sought to investigate the Adlerian approach to child guidance counseling as it is organized in the Community Child Guidance Centers in the Chicago area. The historical development of Adlerian Child Guidance Counseling in America is set forth. The following questions were basic to the study: 1. 2. 3. 4. Sample Does counseling change the measured adjustment of children and the number and kinds of problems which they ac lmowle dge 7 Are mothers who participate in Adlerian Child Guid- ance satisfied with the process and do they believe that the adjustment of their children is enhanced by this process? . Are some elements of adjustment particularly subject to improvement as a result of Adlerian counseling? Are mothers who participate in Adlerian Child Guid- ance better able to empathize with the child after this experience? method of Investigation The sample for this study consisted of the twenty-six children between the ages of seven and twelve and their eighteen mothers who were enrolled in the Community Child Guidance Centers of Chicago for counseling in November of 1956. The sample was composed of 15 boys and 13 girls. The Instrument The instruments selected for pre and post counseling testing were determined after careful consideration of the purposes of this study. The Science Research Associates' Junior Inventory Form S and the mental Health Analysis, Elementary Series, from the California Test Bureau were chosen. It was felt that these instruments could be used to disclose the mothers' ability to empathize with the child since they permit the calculation of the discrepancy between the child's indication of problems before and after counsel- ing and his mother's indication of the problems she believed the child would reveal. Test Procedure and method of Investigation All cases were obtained through the Director of Pro- fessional Services, Dr. Bernard Shulman. Original contact with the parents was made through the mail. In some instances, follow-up on the telephone was necessary to secure the sub- jects' cooperation, and arrange convenient times for testing. All tests were given under individual administration to max- imize the possibility that directions were clear. After a period of five months, mothers and children returned for the post-counseling testing. At this time the anthers were also asked to evaluate the clinics on a question- naire. One year after the completion of the post-counseling 3 testing a follow-up of the parents was made to determine their present perception of the process of child guidance counseling, and how it affected them and their children. The raw scores on the sub-sections of both inventories from the (1) child's test, and (2) his mother's guessing as to how he would mark the test were subjected to treatment by the rank order correlation method to study the relationship between diagnostic skill of the mother before and after counseling. In order to get another picture of the process, the percentage of agreement between mother and child with regard to their marking of each item both before and after counseling was calculated. Tests of significance were applied to both the correla- tions and the percentages of agreement. Findings 1. Tests of significance when applied to the data on change in diagnostic skills show that the change from pre to post-counseling is not significant. 2. The mothers were found to be more consistent than their children in the way in which.they marked the problem inventories. 3. It was not possible to determine questions from these inventories-that would be significant to use as a before counseling and after counseling measure of change and adjustment. 4. The composite profiles generally show that change by the group of children is in the direction of better mental health, though this was not tested for significance, and appears to be a chance 10. In 0 e 'O '19 variation stemming from the unreliability of H instruments used. A' ‘ Fifteen of the eighteen mothers felt, the Chilic:" behavior had improved as a result of the EFT-“7 0 fl 4‘ C‘ r \ of the Community Child Guidance centers oi viii-04:330. Nine of the eighteen mothers felt the Adlerian group approach had made it easier to solve their problems. Seventeen of the eighteen mothers felt they Would recommend the Centers to other parents. The parent questionnaire revealed a definite desire. for more personal contact with the counselor and ’ for more Centers of this type. There was a feeling on the part of a number of mothers that while. the group approach was generally valuable, some provisions for privacy in counseling should be made. > , .al The Parents felt more use should be $1522: EECEZSE records, PSYChological tests, and 50. 4 Conclusions ~ this study answer to the questions presented 1“ the following conclusions are drawn: 1. 2. . tment of Docs counselin change the measured adjus . children and tie number and kinds of problems which they acknowledge? This research does not give evidence of significantly improved adjustment as measured by the children's responses to problem inventories. Emile variations were in the direction of improved mental health, they were chance variations. Are mothers who participate in.Adlerian Child GUldfinng satisfied with the process and do they believe that-0 the adjustment of their children is enhanced by this process? Parents generally feel quite favorable about the services of these clinics even though it may not be possible to scientifically demonstrate that they ' produce change, or increase the diagnostic skill of the mothers. It would appear that while there is not great objection to the Adlerian group approach by these parents, there is need for some privacy in counsel- ing. 3. Are some elements of adjustment particularly subject to improvement as a result of Adlerian counseling? There is no evidence from this study that Adlerian counseling is particularly effective with certain Specific elements of adjustment. 4. Are mothers who participate in Adlerian Child Guid- ance better able to empathize with their children after this experience? The mothers in this study were generally not alert to changes in their children insofar as how the children felt about their problems. The mothers frequently.marked the inventories the same way both times, while the children's perception of their problems changed, Recommendations In the light of the data collected, the following recommendations for study or action are made: 1. A study similar in nature to this should be. made with larger numbers and.mdth a control group. 2. A study contrasting‘the effectiveness of Adlerian child guidance counseling and other approaches is suggested. 3. The period between pre and post testing should be lengthened to allow a greater period of time for counseling and the parental education to deve10p. 4. This study used three hundred and sixty-eight questions. Future studies should definitely con— sider using less questions to avoid problems of fatigue on the part of both the children and the mothers. 5. 6 The measuromsn t befcrc and aftsr “clusslip: should make use cf scmo prcjsctivs tssts. Prcj°ctive tests vsre not used in this study but thoy ni3h t offer the possibilityc cf perceiving unctxcr aspect cf the crili. Tossibly p j°ctivs ts sts aculd b0 Lors subject to the det ~ticn of Chungs in tho child's self-concept. \ D 0?: he intelligsnca of tho moths? shculd be mess to invsstigate the rplstionshi; tot"eon succe this type of ccunseling 1nd 1? tsllignnc . Measurss cf parsnt knowledgs of child bchavior and child training methods should ha applied bnfors counseling and after counselin3 to me asura the Centsrs' goal of Iarent education. This cculd be done with both parpn ts and irtnrssted “arsons in the audience. A STUDY or ADLERIAN CHILD GUIDANCE COUNSELING AS MEASURED BY'CHILD AND MOTHER RESPONSES TO PROBLEM mm'roams By Don C . Dinkmeyer A DISSMATIOH Submitted to the School for Advanced Graduate Studies of Michigan State University. of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services Guidance and Counselor Training 1958 l1 3 m2. \ ' kg) 1/; 'x‘ 3 I a. ACKNOWLEDGMENTS The writer wishes to express his sincere appreciation to Dr. Buford Stefflre, chairman of the Guidance Committee, for his~ sustained interest and wise counsel during the development of this study. The c00peration received from Dr. Walter F. Johnson, Dr. C. V. Millard, and Dr. William Farquhar were of assistance in the completion of this study. The writer also wishes to express his thanks to Mr. Dan Malone for consultation on matters of design and specific statistical techniques. Dr. Rudolf Dreikurs and Dr. Bernard Shulman of the Community Child Guidance Centers of Chicago cooperated in providing the necessary data. Finally, sincere gratitude is expressed to the writer's wife, E. Jane, who was a continual source of inspiration and encouragement during the deve10pment and presentation of the total research study. Don C. Dinkmeyer Candidate for the degree of Doctor of Philosophy Final Examination: July 25, 1958 Dissertation:' A Study of Adlerian Child Guidance Counseling as Measured by Child and Mother Reaponses to Problem.Inventories Outline of Studies: Major Area: Counseling and Guidance Minor Area: Child Development and Educational Psychology Cognate Area: Psychology Biographical Items: Born: January 20, 1924, Evanston, Illinois Undergraduate Studies: Valparaiso University, Valparaiso, Indiana, 1945; DePaul University, Chicago. Illinois, B.P.E., 1943; Concordia Teachers College. River Forest, IllinOis, Lutheran Teachers Diploma, 1944; Omaha University, Omaha, Nebraska, B.S., 1946. Graduate Studies: Omaha University, Omaha, Nebraska, 1946; North- western University, Etenston, Illinois, M.A., 1948; Northwestern University, 1949-1953; Iowa University, Iowa City, Iowa, Summer’l949; Michigan State Uni- versity, East Lansing, Michigan, 1954-1958. EXperiences: Teacher, Zion Elementary School, Omaha, Nebraska, 1944- 1946; Coach and teacher, Concordia High School, River Forest, Illinois, 1946-1949; Instructor and coach, Concordia Teachers College, River Forest, Illinois, 1949-1954; Professor of PsycholOgy and Child Development, North Park College, Chicago, Illinois, Evening Session, Experiences: (cont inued) 1952- ; Counselor, coach, Director of Athletics and Physical Education, Luther High School North, Chicago, Illinois, 1954- ; Instructor of Child Growth and Development, Michigan State University, Intra-Institu- tional Seminar, 1956; Instructor, Continuing Education, Michigan State University, CamP Blodgett, Summer 1958. Member of: American Educational Research Association; American Association of Health, Physical Education, and Recreation; American Personnel and Guidance Association; Association for Research in Growth Relationships; National Vocational Guidance Association; Lutheran Personnel and Guidance Association, Editor of Newsletter; Phi Delta Kappa; Society for Research in Child Development. TABLE OF CONTENTS CHAPTER I. THE NATURE OF THE PROBLEM . . . Importance. . . . . . . . . . Limitations . . . . . . . . . Definition of Terms . . . . . Organization of the Dissertation. II. REVIEW on THE LITERATURE. . . . . . . . Development of Child Guidance Clinics Research Related to Child Guidance Clinics. Summary........... III. PROCEDURES AND TECHNIQUES USED IN TheSample.........o The Instruments . . . . . . . The Mental Health Analysis. . The SRA Junior Inventory Fbrm 8 Test Procedure. . . . . . . . THE 0 Iv. THE HISTORICAL DEVELOPMENT AND ADMINISTRATION OF THE COMMUNITY CHILD GUIDANCE CENTERS . . European Antecedents. . . . . &ginn1nga in America 0 o o o e e o e o o e The Individual Psychology Association . . . The Development of the Centers. . . . . . . The Function of the Boards. . Progresslnlofit.............. The North Shore Center. 0 e e e e o e e e e 56 36 37 59 59 42 44 45 VII. VIII. IX. X. Administratisn VA Guidance Centers. f‘f‘ +‘V‘I£) L—‘V History and Background. . . . . Alfred Adler's Technique. . . . Community Child FUNDAMENTAL PRINCIPLES OF ADLERIAN CHILD UIDANCE Procedure in Adlerian Child Guidance Centers. . Theory of the Community Child Guidance Centers. The Role of the Audience. . . . Recommendations . . Dr. Dreikurs' Case Analysis Technique . . . Summary . . . . . . AGREEMENT . . . . . LTAEURES OF PARENT UNDERSTANDING. BEFORE AND AFTER COUNSELING . . 7W race Sheet on Kh. . Profile Analysis on Mother 3 Perception Profile Analysis on Nether's PerCeption Face Sheet on Gg. . Profile Analysis on THE CHILDREN'S COMPOSITE PROFILE ON -rt~\ . . ALL—J THE PARENTS' PERCEPTION OF THE COLNSELING INDIVIDUAL CASE STUDIES IN ADLERIAN CHILD CALCULATIONS OF DISCREPANCY BY PERCENgAGE OF dawn PRk/V L4 SS GUIDANCE 45 51 51 52 53 56 59 El 65 7O "\Vfl CHAPTER Mother's Perception Data on 63. . . . . XI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The Problem, Methodology, and Sample. Findings. 0 o o o o o o o e o O COHCIUBIODS . o o o o o c o o o o o 0 Recommendations for Further Study . . vii PAGE 15 O 154 154 155 156 157 TABLE VIzl. VI:2. VI:3. VI:4. VI:5. VI:6. VI:7. VI:8. VII:1 VII:2 VII:3 VII:4 VII:5 LIST OF TABLES viii PAGE Mental Health Analysis Rank Order Correlations. . 72 Mbntal Health Analysis Rank Order Correlations Significant Changes. . . . . . . . . . . . . . 73 BRA Junior Inventory Form 8 Rank:0rder Correlations . . . . . . . . . . . . . . . . . 74 SEA Junior Inventory Form 8 Rank Order Correlations Significant Changes. . .I. . . . . 76 Mental Health Analysis Rank Order Correlations Stability of Rankings. . . . . . . . . . . o . 77 SRA Junior Inventory Form S Rank Order Correla- tions Stability'of Rankings. . . . . . . . . . 78 Mbntal Esalth Analysis Parent and Child EMPAthy by Sections. . . . . . . . . . . . . . 80 SRA Junior Inventory Ferm,8 Parent and Child EmpathybySections. . . . . . . . . . . . . . 81 Mental Health Analysis Elementary Series A Study of the Percentage of Agreement of the Mother with the Child.... . . . . 84 Mental Health Analysis Study of Change in Percentage of Agreement. . . . . . . . ... . . 85 SEA Study of Percentage of Agreement of the Mother with the Child . . . . . . . . . . . . 87 SEA Study of Change in Percentage of Agreement . as Mbntal Health Analysis Study of Percentage of .Agreement on Each Question . . . . . . . . . 89 S3 ('11 —4 J like. A m. A tr" «:8. . ix TABLE PAGE VII:6.‘ A Study of Change in Percentage of Agreement on Each Question of the Mental Health Analysis. . . . . . . . . . . . . . . . . . 90 VII:7. A Study of the Percentage of Agreement on Each A QuestionoftheSRA............ 91 VII:8. A Study of Change in Percentage of Agreement on Each Question of the BRA. . . . . . . . . . 93 IX:1. Summary of First Questionnaire Submitted at Time of Second Testing. . . . . . . . . . .'. . . 106 Mm. Summary of Second Questionnaire Submitted One Year after Second Testing. 0 o. e e e e e e e 108 ‘ \A‘ LIST OF FIGURES 3: FIGURE PAGE VIII:1. Mental Health Analysis Composite Profile . . 97 VIII:2. SRA Junior Inventory Form 3 Composite PPOfileeoeeoeeeeeeeeeoeeo98 ..‘fi .. y. 1 We ‘eI—Au 0:? "f'.’ u NI‘IU‘u ;”9‘-o.-e.. -’ P‘ 1 ‘ ‘ “t‘uAA 7“" "..‘9 .v» ”I ‘ letfl‘y‘“ APPJMIIX ."xPP mDIX APPENDIX APPENDIX D. Parent Information Information for Community Child Guidance Center Workers Sample Tests Tables xi CHAPTER I THE NATURE OF THE PROBLEM Literature in the area of child guidance counseling and child development indicates that there is much interest in the development of techniques to spread mental health information and counsel children Concurrently (6, ~9). The Adlerian approach to child guidance counseling attempts to afford this opportunity. The general purpose of this study is to investigate the Adlerian approach to child guidance counseling as it is organized in the Community Child Guidance Centers in the Chicago area. A further purpose was to trace the historical deveIOp- nmnt of Adlerian child guidance counseling in America and to set forth the fundamental principles of this counseling as it kms been developed by Dr. Rudolf Dreikurs. A number of questions were asked and their answers were sought by this investigation. Does counseling change the measured adjustment of children and the number and kinds of problems which they acknowledge? To answer thisquestion twenty-six childrenkenrolled in the Community Child Guidance Centers were studied both as a composite group and individu- ally before and after counseling. An analysis of changes in their scores on two standardized adjustment inventories was 2 made in order to study the effects or Adlerian counseling on the children. It was also desired to assess the mothers' perception of the total process of counseling in order to answer the question, "Are mothers who participate in Adlerian Child Guidance satisfied with the process and do they believe that the adjustment of their children is enhanced by this process?" The answers to questions on two mental health inven- tories, the Science-Research Associates Junior Inventory Form S and Mental Health Analysis, Elementary Series, were examined to determine if any questions were particularly significant as a measure of change after counseling. This Procedure was designed to answer the question, "Are some elements of adjustment particularly subject to improvement as a result of Adlerian counseling?" Through the presentation of individual case studies the principles of Adlerian psychotherapy and the methods of Dr. Rudolf Dreikurs are Illustrated more specifically. Are mothers who participate in Adlerian Child Guidance better able to empathize with their children after this \ OIperienoe? This question was answered by measuring the mothers' diagnostic skill on the problem inventories mentioned above. This measurement was done by noting the agreement before and after counseling of the child's scores on the Standardized adjustment inventories and his mother's predictions of his scores. Importance The importance of an evaluation of counseling services is at least twofold. First, counseling research in general has been limited, and it is still at the frontiers in terms of evaluation and research. There is a definite need to deve10p new methods of evaluation and to restudy the old. More specifically, the effectiveness of the Centers founded by Dr. Rudolf Dreikurs in Chicago 8110111d be evaluated. The Community Child Guidance Centers of Chicago feature group counseling and parent education. Since these Centers are being widely used, it is important to assess their effective- ness. At a time when there is a great need for more psychia- trists and psychologists in the counseling function, the Centers might well point towards more effective ways of counseling, while at the same time doing a preventitive and educational service . Limitations This study will only deal with the Community Child Guidance Centers of Chicago. Eighteen mothers whOse children were between the ages of seven and twelve, enrolled in November of 1956, were the parent subjects in the study. 4 The children of these mothers made up the group of twenty-six children in the study. The study is limited to the age levels enrolled in the research project. The study will be limited by the effectiveness of the instruments chosen to measure change. As with most personality inventories, validity is questionable and reliability not too impressive. However, the questions were used to measure change and not merely to reflect definite personality problems. Definition of Terms Adlerian Counseling: The group counseling approach founded by Dr. Alfred Adler. Child Guidance Clinic: A clinic organized to deal with child behavior problems. Community Child Guidance Centers: The counseling centers organized in Chicago under the direction of Dr. Rudolf Dreikurs. - Diagnostic Skill: The ability of the mother to predict the responses to the Mental Health Analysis and Science Research Associates Junior Inventory as given by her child. Percentage of Agreement: This refers to the percentage of agreement between mother and child when the mother was askedjto mark the inventory in the same way that she thouSht the child would mark it. The percentage of agree- ment was figured by calculating the percentage of questions marked in exactly the same way. Pre-Counseling: The time before the first counseling when the first tests were given. At this time some mothers had already viewed some counseling sessions. Post-Counseling: The time, five months after the first contact with the Community Child Guidance Centers of Chicago, when remeasurements on the same instruments were done. Rank Order Correlation: A method of determining differences among individuals in traits expressed by ranking the subjects in one-two—three order when such differences cannot be measured directly. Rank differences take account only of the positions of the items in the series, making no allowance for the size of gaps between adjacent scores. Rank order correlation is advised when n is less than thirty. Organization of the Dissertation The following chapter on Review of the Literature is divided into two sections. The first part deals with the development of child guidance clinics in America, while the second part gives an extensive overview of research on child guidance counseling. In Chapter III may be found a description of the specific procedures and technique used in this study. The historical development and administrative structure of the Comnmnity Child Guidance Centers are described in Chapter IV. Attention is devoted to the early history of Dreikurs' clinics and to their unique organization. The Principles of Adlerian child guidance counseling are outlined in Chapter v. The specific case analysis technique of Dr. Rudolf Dreikurs is presented. Measures of Parent under- 8tminding as reflected by rank order correlations, and per- c°nt388 or agreement are described in detail in Chapters VI a~11<1‘VII. Chapter VIII gives a picture of the children's °°mP081te profiles on both tests before and after counseling 1" Presented. The parents' view of the counseling process and its results are detailed in Chapter II. Some of the individual case studies are detailed to demonstrate and detail more adequately the procedures of the Community Child Guidance Centers in Chapter X. The final Chapter, number XI, includes the summary, conclusions, and recommendations. CHAPTER II REVIEW or THE LITERATURE An intensive search of available literature concerning Child guidance clinics and the research done related to them revealed a variety of journals featuring articles on child guidance. Two journals in particular seemed to be devoted intensively to the problems of child guidance; they were the American Journal 9; Orthopsychiatgy and Mental Hygiene. The review of literature has been subdivided under two major headings in order to simplify the classification of the related literature used in this study. Under the first heading, materials are included which traced the development of child guidance clinics in this country. Under the second heading, information is included about research related to child guidance clinics. The DevelOpment of Child Guidance Clinics An early forerunner of the child guidance movement was the pioneer mental hygienist, Dr. Adolph lMeyer. He had become aware of the impossibility of c0ping with the overwhelming number of the mentally ill through therapy, and had turned to treatment of the young as a possible solution for the Problem. (44) At the onset. of the twentieth century, there was nothing that could be regarded as child psychiatry. (66) When one of the pioneers in the field, William Healy. in 1908 traveled throughout the country to determine what was being done in the way of child guidance clinics in our nation, he was amazed. While psychiatrists, psychologists , Judges and educators that he contacted were all of one mind concern- ing the value of a clinic to orplore the essential nature of the, child, no such clinic existed. (76, 109) Most authorities in child guidance point to Dr. William Healy as-the true pioneer in the field. Lowrey, for example, states: There are of course mileposts in this progression of child guidance clinics, and Zero Mile is usually placed in Chicago in 1909 with the establishment of a child guidance service for the juvenile court, the Juvenile Psychopathic Institute . ( '76 : so) When Realy inaugurated this first coordinated effort in Child guidance in 1909, he had only 086 predecessor, a psychological clinic for children in Philadelphia “7111011 was founded in 1896. (56, '71) A number of Judges came to observe and study with Healy in Chicago and went back to found similar departments which were attached to their courts. In 1920 this Juvenile Institute was renamed The Institute for Juvenile Research, and the Institute has remained a leader in the field of child guidance. (76) The chief aim of these early clinics was adequate and correct diagnosis plus manipulation of the environment in terms of the needs of the child. The first approaches were to the mother and were on the level of advice and 33" lightenment. (109) i The year 1909 also saw the founding of the National Committee for Mental Hygiene through the efforts of Adolph Meyer and Clifford Beers. (56) This association soon turned its attention to the behavior disorders of children. The first decade of this century then found psycho- metry, dynamic psychiatry with Adolph Meyer, the juvenile courts, and the mental hygiene movement serving as the primary incentives for the development of child guidance clinics. (66) Actually, the lack of adequate facilities for the treatment of delinquents in Chicago was the cause for Dr. Healy and his colleague, Dr. Bronner, eventually 16371118 to accept another position in Boston. Lack of treatment facilities seemed to be a common problem in the early 01111108, as the Clinics rarely had anything to do With treatment beyond making some. first recommendations for treatment. ('76) In April of 1917, Dr. Healy and Dr. Bronner started a clinic under the name of the Judge Baker Foundation. (109) This was changed in 1933 to the now famous Judge Baker Guidance Center of Boston, Massachusetts. It is on the records of these early cases in Boston that the Glueck's study, £4199 £11294}; Delin uents, is based. In this well known work in the field of delinquency it is pointed out that the clinic had little or no share in the therapeutic work. ('76) 10 With the clinics functioning primarily as diagnostic centers. they accomplished little in terms of successful treatment. It was at this time, 1917, that the first organized training in the field of child peychiatry was made available. This training was given only at the Illinois Juvenile Psycho- pathic Institute, and was under the direction of Dr. Herman Adler. ('71) The early tieup of delinquency and psychiatry had a major influence on the develOpment of child psychiatry in this country. This connection helps to explain the early combination of social worker, psychologist and psychiatrist; a.combination that would have been most unlikely if the study of neuroses or psychoses of childhood rather than delinquency had received the same impetus and energy at the same time. Inn Levy calls study of delinquency, the child guidance MOVE- ment that developed out of it, and the influence 0f the tOtal personality concept of Adolph Meyer and 01’ psychoanalysis three of the major influences in.child psychiatry. (71) Under the leadership of Thom, the Boston Habit Clinic opened its doors in 1921. (67) Probably the greatest stimulus to the development of the clinics came through the demonstration clinics sponsored by the Commonwealth Fund. Actually the term "child guidance clinic" was not used until 1922 in connection with the development of these clinics. (109) These demonstration clinics had a profound influence 11 on the development of child guidance in Amarica. As Kanner states: They were called so because they were meant to demonstrate their usefulness to the communities in Which they were set up; if they proved their worth, the commun- ities were to take over the financial and administrative responsibilities. (66:11) St. Louis was selected as the first site for a Clinic and demonstrations were begun in the spring of 1922. This launched a five year period of demonstration clinics through- out the country. (109) t ‘ The nationally known Philadelphia Child Guidance Clinic, which is associated with Dr. Frederick Allen, was established in 1925 on the pattern developed by the Commonwealth Fund demonstration program. The Philadelphia Clinic was the last clinic started under the Commonwealth program. ('76) In the eight clinics permanently 6313313113th as a direct result of demonstrations, the pattern of child guidance had been clarified. It was at this time that the focus of professional attention began to shift from delinquency and the courts to more subtle evidence of lack of adjustment in the home or school. (110) Another evidence of growing interest in the child guidance movement is found in the formation of the American Orthopsychiatric Association in 1924. This was originally formed as an organization for the professional worker in child guidance clinics including: psychiatrists, psychologists, ¥____ _ 12 and social workers. This organization and its journal Still exist as one of the primary influences in the field Of Child guidance. (56) After five years of the demonstration program in 1927, the Commonwealth Fund made the decision to continue this advisory service as a Clearing—house for child guidance clinics generally, and changed its name from the Division on the Prevention of Delinquency to the Division on Community Clinics. An adequate number of well organized clinics now existed, and interest had been created throughout the country. Now under the continuing mental hygiene program of the Commonwealth Fund, the Division on Community Clinics became a tool for encouraging progress in the (organization of clinics and refinement of techniques. (110) In 1930 the governments of more than fifty countries sent their delegates to the famous First International Congress of Mental Hygiene which was held in Washington. D- C. (66) Thus, [while the earliest clinical efforts had a strong educational flavor and were aimed at educating the parents to prevent disturbing influences that affected the lives of their children, it soon became evident that this was not enough. While prevention remained as an important objective, it receded as there became a growing concern for skillful attention to the child's present problems. (8) It is significant to note that one of'the foremost 13 leaders in the field of child guidance and child psychiatry feels that the parents and children who used the professional. services of the clinic were primarily responsible for the creation of the method. Dr. Frederick Allen points this out clearly when he states: This is too important ever to be forgotten. Profess- ional method has been carved by understanding how parents and children have affected changes in their relationship together. Through and with the skillful direction pro- vided by trained, professional staffs, by seeking and using such services, parents and children have contributed vital quality both in theory and clinical practise. Child psychiatry has not developed in a vacuum of applied theory. 8:1202 The National Mental Health Act of 1947 has been the most recent stimulation to the field. Today a'great many communities are ready to develop child guidance clinics, but are unable to proceed due to lack of staff. The most impor- tant step to broaden and improve professional training was taken by the federal government when the National Mental Health Act was passed in 1947. It has provided funds for both training and the establishment of additional clinics. The following points summarize the main provisions: 1. It empowers the United States Public Health Service to provide grants in aid to recognized and com- petent training centers to train more mental health wbrkers. 2. Stipends for students qualified to enter a training program in child psychiatry are provided. 3. Funds are made available for various states on a matching basis to develop more clinical facili- ties for adults and children. (8:1206) 14 States with the necessary personnel available may apply to the Mental Health Division of the United States Public Health Service for funds to start clinics immediately. 'The amount granted depends on the extent of the need for guidance .clinics, the size of the population to be served, and the emmunt of money the state is prepared to spend as its share. (21) The recently organized American Association of Psy- chiatric Clinics for Children will serve as a qualifying or accrediting agency for child guidance clinics. This organi- zation, acting in conjunction with the Division on Community Clinics of the National Committee for mental Hygiene, is establishing standards for clinical practise in child guidance that will provide criteria of value. (97) The most recent survey available on clinic services for children was done in 1950. At that time nine hundred two clinics were definitely reported as serving children. However, there was an uneven distribution of services in the United States since more than one half of the clinics were located in the northeastern part of our country, and almost one half of all the clinics were located in the one hundred 31x cities that have one hundred thousand or more inhabitants as of 1950. The year 1949 to 1950 found these nine hundred two clinics reporting services to one hundred forty—nine thousand and two child patients. It is believed that perhaps l5 as high as one hundred fifty-five thousand child patients are seen annually, since a number of clinics did not report on whether they served children. Almost one half of all clinics are located in the one hundred six cities having one hundred thousand or more inhabitants in 1950. About sixty Per cent of all clinics are the responsibility of the state, county, or city welfare agencies. The remainder of the clinics are under the sponsorship of voluntary welfare agencies, mental hygiene societies, and other non-governmental organizations. It is naturally interesting to note that most of the clinics reported that they offer full diagnosis and treatment service. Only eleven per cent of the clinics reported that they pro- vide diagnosis only. This, of course, is a complete reversal of the early history of the Clinics. (86) This study shows a striking increase in the number of Clinics over the 1947 study. However. once again it points out clearly that if we are to obtain any meaning- ful data on the quantity of serVice offered as well as its quality, a uniform record and reporting system for mental health clinics is essential. Better records are also essential to the more important study of prevalence, iggidence, and Causes of various psychiatric disorders. : 5'72 Summary Thus, one is able to see a gradual but definite shift in the function of the child guidance clinics as they develop- ed. A greater emphasis has been placed on including the Parents as active participants in the solution of the 16 child's problems. An equally important shift from.mere diagnosis to the inclusion of treatment as a general practice has also occur- red. Diagnostic procedures have come to be seen as technical services available to a parent in his effort to understand the child, and not as ends in themselves. (97) Green summarizes well the develOpments when she lists the steps as first a pattern of advice, suggestion, and teaching. This was followed by direct psychological treatment of the parent as a person with his own problems; finally, a simultaneous approach to parents and children, a treatment of the relationship between them. (54) Child guidance is not presently conceived of as a Process of sending the child to the psychiatrist to be made over. JDr. F. Allen states the new Philosophy or child Suidance well: Building on what parents and children have rather than stressing their liabilities and mistakes has been an approach that has been basic in working with parents and children. (8:1209) Research Related to Child Guidance Clinics Early research on child guidance was hampered by the fact that the Clinics were not involved extensively in treat- ment. The Gluecks, who were famous researchers during the early years of the clinics, were forced to admit that lack of Ponitive results often indicated merely that diagnosis alone 17 had been performed, as much as it indicated anything about therapy. (76) Stevenson has pointed to a basic problem: _, The effects of child guidance can be estimated only in relative terms. Even when the clinic believes that a case has been adjusted it cannot give full credit for the adjustment to its own efforts, or to any particular technique. If some factors in the case have improved, on the other hand, there is no need to admit failure even if certain major problems remain unsolved. All that one can safely say is that in a considerable proportion of the cases under care there are evidences of betterment sufficiently clear to be recognized by the professional group which has studied and worked on the cases, and in some recorded instances by impartial observers outside the clinic. (109:150) Progress has been made since the time of this statement, but it is apparent that the present research is still not devoid of some of the above-mentioned problems. The mark done by Healy and Bronner in 1936 is indicative of the type of early research done in the field of child Elli-dance. Working on the problem of delinquency, they did a paired study of a delinquent and non—delinquent sibling. They attempted to learn why a comparable sibling in the same family had not been delinquent. Healy and Bronner concluded that the delinquent had been blocked in his need for satisfy- ing relationships in his family circle, while the non-delinquent had nearly always been without such acute frustration. (57) This obviously was not an outcome of treatment study. Many 01' the original studies related to child guidance clinics r(mused on delinquency in this manner. This type of research 18 was probably a natural result of’the early objectives and purposes tor the founding of the clinics. It is interesting to note that Healy and Bronner, prolific writers in this field, shifted their focus someWhat in a publication just three years later. At this time they shifted their attention to the later careers of those whose rubblems had been referred earlier to their clinics. Taking cases from 1931 to 1934, they found a total of four hundred children who had been given treatment in their clinic. Those “me had only been given diagnostic help or who had been referred to other agencies, were not included in the study. They did a careful follow-up investigation based on definite criteria for favorable or’unfavorable careers. Their tech- hiQuewas one of checking data at follow-up with the groupings they developed. They reported that 81.138r cent had favorable careers and 19 per cent unfavorable careers. (57) Healy and Bronner were quite surprised with the favorable results, and did considerable rechecking in order to be as objective as possible. This study definitely had the appearances of an honest attempt to develop objective criteria. It might be criticized on the basis that it seem- ingly overlooked the other’influences that could have made these careers favorable or unfavorable at the time of follow- up. Bronner was intrigued by the results and did further 19 study along the same lines. She brought out a second report in 1944. (18) At this time she recognizes that during the interval between clinical contact and follow-up neurinfluences other than those of the clinic may have played a part. How- ever, since she did not see any way of appraising these other influences, she placed weight on obtaining as objective data as possible at the time of follow-up. In the second report, two hundred and fifty cases with essentially the same characteristics as the first group of four hundred were added to the study. They found that therapy should be flexible, as 25 per cent of their cases had favorable careers after just two or'three interviews together with parental treatment. A careful checking of the findings indicated nothing new but a corraboration of the earlier findings. (18) This was a period in which.methods for evaluating the effectiveness of treatment in terms of careers was still in a state of chaos. Evaluation of cases at 01031116: 51‘7191011 01' cases into two categories, such as 600‘1 or poor adjustment, and rating scales with four to five point ranges were ammng ,the early techniques. Dr. Helen Witmer also had developed a rating scale with five levels of adjustment which was accepted in many researches. Perl and Simon give a very comprehensive °V9rV1€W*0f the field of child guidance clinic evaluation up t'0 this point. Various criteria of success and failure in 20 child guidance clinics are discussed in detail. (87) The State Bureau of Juvenile Research at Columbus, Ohio, published some research in 1946 that its very reminiscent of some of the very earliest studies of the Gluecks, Healy, and Bronner. They are primarily a diagnostic center and checked on how their recommendations were followed. They found 44.8 per cent followed recommendations, 27.8 per cent partially followed recommendations, 26.5 per cent did not follow recom- mendations, and in .9 per cent of the cases they were uncertain as to how recommendations were followed. This study is another indication of some of some of the inefficiency involved in Profiding diagnosis and not directly associating it with treatment. (55) The Child Guidance Clinics of the Jewish Board 01' Guardians in New York City did a study of three hundred and sixty-six cases to compare the adjustment at follow-up of treated children with the adjustment 01’ a SPOUP or similar but untreated children. The results are reported in a very detailed analyses in a lengthy research monograph. All children were followed up approximately one year after their case had closed. A method of rating by the use of clinical criteria was used on both groups. They found that of the treatment group 51 per cent had made a ”successful" adjustment, and of the control group 32 per cent had a “successful" adjust- ment. Significance of these differences checked by the chi 21 square test was found to be at the l per cent level. Thus, they feel it is a reasonable conclusion to state that treat- ment did significantly affect the ability of the children to adjust successfully in the community as seen at follow-up. ('70) This study appears to be very well done, and if it is to be criticized, allows opportunity for criticism only in terms of its clinical criterian for adjustment. These, how- ever, appear to be well done and to even include a downward rather ' than upward bias. A whole series of follow-up studies in various parts of the country are now reported: Tarrasch found that when the family is cooperative the children tend to improve; whereas improvement is rare in non- cooperative families. However, in this study they did not state how they determined or rated the families as coOperative or uncooperative. (113) ' Another study was made to compare one thousand child guidance clinic patients that come from large: medium, 01‘ small families. Their definition of family 812.6 “'38: 181‘86 families, '7 or more children; medium families, two to six children; small families, one child. Information on thirteen Variables was obtained by a detailed study of the one thousand case histories used in the investigation. They found children from large families were significantly less emotionally disturbed than those from medium and small families. C3 22 Also, children from medium families were significantly less disturbed than those from small families. As a result of their study they came up with the hypotheses that children from large families are significantly less disturbed than children from small families. .(41) A trained medical social worker did a follow-up study of a guidance waiting list, interviewing seventy-two who had been refused service at the time of application. The research was confined to those who did not call back or who did not accept appointments when available. In 50 per cent of the cases they felt they no longer had their problems, or at least no longer had ”that problem”, and nineteen of these thirty-six had cleared up without any special help for parent or child. The remaining thirty-six had their same original problem, and had not consulted help. Evidence is presented that the waiting period seems. to be a discouraging or rejecting experience. This study, while certainly not a rigorous scientific appraisal, does seem to indicate that perhaps the Adlerian group method that provides some acceptance and infor- mation immediately has a definite advantage over the waiting list of most clinics. (83) A study that did not claim to directly evaluate therapy and re(3°8nized its own limitations produced some findings of 1hterest to the student of child guidance. Cunningham's Primary concern was in finding out what happened to the child's 23 original symptoms and how the child was presently adjusting at home and in school. He did not feel it was possible in a follow-up to relate the adjustment of the child to treatment, nor did he know any way of determining how much adjustment can be attributed to growth or maturation. Four hundred and twenty mothers of former patients at the Children's Center of Metropolitan Detroit were interviewed via telephone. They found the remark most often repeated by mothers in the follow- up interview was, "I was the one who needed treatment, not my child." Sixty-three per cent of the mothers felt the child was presently making a satisfactory adjustment, free of symp- toms and getting along well. The article states, "As reported by most of the mothers, the child's improvement was more frequently related to clinic treatment than to maturation." In the light of his original statement about adjustment to treatment or maturation, the writer was surprised to find such a completely unscientific statement listed among his findings. Certainly there isn't any evidence in this study to substantiate such a statement. (23) A British publication contains a varietyof types of follow-up studies done in England with critiques ofthe studies. A summary statement would indicate they rated approximately sixty-six per cent of the cases studied as improved. However, even at this late date they publicly State that they did not feel satisfied with their present research methods. (24) 24 Summary The Gluecks, Dr. Healy, and Dr. Bronner were the early pioneers in this field of research. Dr. Helen Witmer later developed the rating scale which has been accepted in many researches. Later studies have been refined through the use of control groups, the use of clinical criteria, and. statistical tests of significance. Attention has been given to a variety of factors such as cooperation, size of family, and being placed on a waiting list at the clinic. However, Stevenson's basic problem still exists. Full credit for adjustment can never be given to a particular clinic or technique. There are too many factors in the total environment that produce change and which cannot be isolated. (110) A survey of the research leaves one with the impression that improvement is generally found. A tendency toward the application of more rigorous techniques can also be discerned. A definite progression in the type of research study can be seen in this overview of research related to child guidance clinics. Early studies are limited by the fact that child guidance clinics were not involved to any extent in treatment. CHAPTER III PROCEDURES 'AND TECHNIQUES USED IN THE STUDY .In Chapter III the sample, instruments, and analysis procedures are described. The Sample The sample for this study consisted of the twenty-six children between the ages of seven and twelve, and their eighteen mothers, who were enrolled in the Community Child Guidance Centers of Chicago for counseling in November of 1956. The base age qualification was important, because it was necessary for the child to be able to read and understand the written instructions. As an additional check on understanding, each test was administered individually so that questions involving reading might be asked. None of the families en- rolled in this study had been counseled by these Centers prior to their enrollment. This sample is assumed to be representa- tive of the children and parents who regularly attend these Centers. W The instruments selected for pre and post counseling testing Were determined after careful consideration of the Purposes of this study. The Science Research Associates' Junior Inventory Form 3 and the Mental Health Analysis, 26 momentary Series, from the California Test Bureau, hence referred to as the SBA and the MBA, were chosen. It was felt that these instruments could be used to disclose the mothers' ability to empathize with the child since they permit the calculation of the discrepancy between the child's indication of problems before and after counseling and his mother's indication of the problems she believed the child would reveal. For purposes of assessing this diagnostic skill the instruments appear adequat e . Mental Health Analys is There are two hundred questions organized into two sections of five categories each in the MHA. Section 1 is set up to determine the presence of mental health liabilities which should be minimized or eliminated insofar as possible. Section 2 is designed to detect vital mental health assets which should be recognized and encouraged insofar as possible. The test authors stress that both sections of the MHA deal with important factors. They pOint Ollt that a high score on mental health assets does not necessarily offset a low score on liabilities. The organization of the Mental Health Analysis and a brief description of its ten mental health categories as described in the manual follows: 12A. Behavioral Immaturity. The behaviorally immature individual reacts on the basis of childhood (infantile) 2'7 ideas and desires. He has not learned to assume reSpon- sibility for, or to accept the consequences_of, his own acts. Eb attempts to solve his problems by such childish methods as sulking, crying, pouting, hitting others, or pretending to be ill. He has failed to develop emotional control and thinks primarily in terms of himself and his own comfort . ‘ I48. Emotional Instability. The individual who is emotionally unstable is characteristically sensitive, tense, and given to excessive self-concern. He may substitute the . joys of a phantasy world for actual successes in real life. He may develop one or more physical symptoms designed to provide him.with an escape from responsibilities and thus to dhninish his distress. He is quick to make excuses for failure and to take advantage of those who will serve him. I-C. Feelings of Inadequacy. The inadequate individual ,feels inferior and incompetent. This feeling may be re- lated not only to particular skills or abilities but may be general in nature. Such a person feels that he is not well regarded by others, that peOple have little faith in his future possibilities, and that he is unsuccessful socially. He feels that he is left out of things because he is unattractive and because he lacks ability. I-D. Physical Defects. The individual who possesses one or more physical defects is likely to reSpond with feelings of inferiority because of unfavorable comparisons or of handicaps in competition with other persons. It is usually not the physical defect per so that brings unhappi— ness but the restrictions and.socia1 disapprovals which come in its wake. Thus the extremely short, the homely, or the crippled individual may feel that his handicap is insurmountable. I-E. Nervous Manifestations. The individual who is suffering from nervous symptoms manifests one or more of a variety of what appear to be physical disorders such as eYe strain, loss of appetite, inability to sleep, chronic Weariness, or dizzy spells. Persons of this kind may be exhibiting physical (functional) expressions of emotional conflicts. Stuttering, tics, and other spasmodic or restless movements are also symptomatic of this type of mental ill—health. II-An Close Personal Relationships. The individual who Possesses this asset to mental health counts among his acquaintances some in whom he can confide, who show genuine 28 respect for him as a person, and who welcome close friend;- ship of a warm and substantial nature. Such an individual. enjoys a sense of security and well-being because of having status wdth.those who mean something to his welfare. I148» Inter-Personal Skills. The socially skillful individual gets along well with other people. He under— stands their motives and is solicitous of their welfare. He goes out of his way to be of assistance to both friends and strangers and is tactful in his dealings with them. The socially skillful person subordinates his egoistic tendencies in favor of the needs and activities of his associates. ‘ IIdC. Social Participation. ‘The socially adjusted individual participates in a number of group activities in whidh cOOperation and mutuality are in evidence. In con- trast to the isolate who prefers his own company, the mentally healthy individual enjoys the companionship of others. His willingness to contribute to the success of group endeavors provides him with the feeling of belonging- ness and of having status which his nature requires. II-D. Satisfying Work and Recreation. The well-adjusted individual experiences success and satisfaction in his work, whether it be the seeking of an education or occupa- tional relationships in the world of professions, industry, or business. He also participates in a variety of hobbies and recreational activities which provide release from tension. He will have chosen tasks that challenge him.and that satisfy his need for approval and a sense of achieve- men . II-E. Outlook and Goals. The mentally healthy individual has a satisfying philosophy of life that guides his behavior in harmony with socially acceptable, ethical, and moral Principles. He also understamds his environment and the forces and cause and effect relationships which shape his destiny as a member of a social group. He establishes aPProved personal goals and.makes reasonable progress toward their attainment. (117:3) The manual gives an explanation of the statistical reliability of instruments of this type. The status of outcomes of learning such as knowledges, understandings, and skills, once attained, remains relatively stable; and tests designed to reveal their 29 presence may possess correspondingly high statistical reliability. On the other hand, feelings, convictions, and modes of behavior may change frequently in accordance with new experiences. Some of the items of the MHA touch rather sensitive personal and social areas, and attitudes may change in a comparatively short time. For these and other reasons, the statistical reliability of instruments of this type will sometimes appear to be somewhat lower than that of good tests of ability and achievement. However, the reliability of the MHA.does.not suffer by comparison with many widely used tests of mental ability and school achievement. The following correlations were ogtained by use of the Richardson-Kuder formula based on 9 0 cases: Total Score............. .954 Section 1. Liabilities.. .924 Section 2. Assets....... .906 (117:4) validity is described under three factors: 1. Selection of Items. Here the process of selection by study of the literature, reactions of students, teachers, and the use of statistical computation is described. 2. The Mental Health Categories. These are described as representing fundamental adjustment patterns. The obtained correlations among categories are defended as emphasizing the ”wholeness" of normal individuals. 3. Test Item.Disguise. IHere the test authors have been aware of the inability of some children to paint accurate self-portraits and have attempted to dis- guise as many items as possible. (117:4) One notes immediately that all the evidence given for validity is actually concerned with face validity. However, since the questions basically were not used as measures of mental health, but as material for discovering changes in the emPathic ability of mothers, the lack of empirical validity in an area such as personality measurement is not as serious a limitation in this study as it is in most evaluation studies. 30 An attempt to check certain language difficulties has been made by using the Lewerenz'Vocabulary Grade Placement Formula,,and the authors of the test feel they have kept the test considerably below the reading abilities of those who will use the MBA at different levels. The percentile norms provided by the test were obtained by administration of the MHA to approximately one thousand pupils:h1 grades four to eight in nine separate school dis- tricts in three states. In the preparation of these norms it was found that there were no significant differences by sex or grade and that individuals in each group showed varia- tions from very low to high scores in each of the categories. (117) 1. Total Score. The lower this total score and per- centile rank the greater the indication of poor mental health. 2. mental Health Liabilities Score. After determining how a given pupil compares with other pupils in general, the next step is to examine the Mental Health Liabilities Score in the same manner'and compare it with the corresponding percentiles for pupils of a similar group. The larger the number of mental health liabilities a pupil manifests the lower is his score. 3. Mental Health Assets Score. Next examine the score and correSponding percentile rank for Mental Health Assets. The higher this score the greater the mental health assets of the child and the less the necessity for special attention. However, most children show considerable unevenness in the extent to which they manifest liabilities and assets. Generally the children possess some of each, and thus need assistance in both areas. (117:8) . 31 Science Research Associates Junior Inventogy Form S The SRA is a needs and problems checklist designed for use in the elementary school. It consists of one hundred sixty-eight statements grouped into five broad areas: (1) About Me and My School, (2) About Me and My Home, -(3) About Myself, (4) Getting Along With Other People, and (5) Things In General. Following are brief descriptions of the sections: 1. About Me and My School. This section contains 39 items dealing with attitudes toward school and school activities, degree of satisfaction with achievement, perceived relationship with teachers, amount of difficulty experienced with tests and classroom recitations, degree of liking for specific school subjects, and felt needs currently unfulfilled by the school. The children's reSponses should be of considerable help to teachers who are planning to adapt classroom activities to the needs of individual children. 2. About me and My Home. In this section are 19 items covering the child's relations with his family, the gen- eral atmosphere of his home, and wishes related to his home environment. Analysis of the results for this section should help teachers and counselors gain a better understanding of the child's feelings in this important area of his life. 3. About Myself. The 47 items in this section concen- trate on the child's concept of himself as an individual. This is probably the area mest closely related to personal adjustment and happiness, and one to which school counsel- ors should give particularly close attention. The items include fears, worries, feelings of personal adequacy, and the child's attitudes toward his own social behavior and physical appearance. The responses of quiet, with- drawn children will often be of particular interest to both teachers and counselors. 4. Getting Along with Other People. Social adequacy, relationships with classmates and adults, satisfaction W1th social life, and attitudes toward others are included n this section. The impact of social adjustment problems 32 on the personality of a developing child is well known to experienced teachers and guidance workers. The infor- mation gained from the 34 statements in this section can be used in planning programs to help children learn the skills needed in interpersonal relations. Both classroom units and extracurricular activities can be used effec- tively to aid development of these skills. 5. Things In General. The 29 statements in this section deal with children's interests and needs in a variety of life areas. Hobbies, manual and social skills, recrea- tional problems, and the need for information of various types are included. The aim of the section is to increase breadth of coverage by pointing out the kinds of things children of this age wonder about, and the types of skills they wish to learn. At the end of this last section, space is provided for the child's own statement of special problems not mention- 'ed in the body of the inventory. The remarks in this space will often be helpful to the teacher in evaluating the significance of items the child has marked in the five sections above. (94:5-6) Reliabilities for the five areas were computed by means of analysis of variance. All of the arse reliabilities seem to be satisfactory for this type of instrument. Reliabilities of the five areas: N I 3,000 Area No . Items; filiability 3011001 39 .92 Heme 19 .88 Myself 47 . 81 People 34 089 General 29 .87 Intercorrelation among the five areas: N = 3 .000 532.3. School Home Myself People Gag ral School ... .61 .49 .51 .40 Heme .61 ... .50 .53 .59 Myself .49 .50 ... .77 .67 Pearle .51 53 .77 ... .69 General .40 :39 .67 .69 ... 33 These correlations are satisfactorily low to justify treating each area as an independent measure. The inter-correlations range from .29 to .77 with a median value of .52. (94) The authors point out that the SBA is a self-descriptive device. Hence, validity isdiscussed in terms of content validity. It is possible to demonstrate that the items included in this checklist constitute an adequate and repre- sentative sample of the psychological domain the inventory is intended to cover. Evidence of this aspect of content validity is presented in the manual. The method of response is one of the most interesting features of the SBA. A strength of response item structure has been used, as opposed to the dichotomous yes-no, format. Thus, an attempt to measure intensity of feelings about specific problems has been made. The SRA also employs a new method, the differentially sized response box, for determining strength 01' response to individual items. This type of response has definite advan- tages in working with the elementary school child. The norm group for statistical studies was composed of three thousand cases stratified on three variables--grade, sex, and geographical region. Efforts were also made to control the variables of urban-rural status and socioeconomic status, although these variables were not explicitly included in tho sample design. 54 W The procedure in administering the study was as follows: All cases were obtained through the'Director of Professional Services, Dr. Bernard Shulman. Original contact with the parents was made through the mail. In some instances, follow-up on the telephone was necessary to secure the subjects' cooperation, and arrange convenient times for testing. The tests were administered at times convenient to the parents. All tests were given under individual administration to maximize the possibility that directions were clear. In some instances mothers had already visited the'Centers, but none of them had been counseled or had participated as audience members. After a period of five months, mothers and children returned for the post-counseling testing. At this time the mothers were also asked to evaluate the clinics on a question- naire. One year after the completion of the post-counseling testing a follow-up of the parents was made to determine their present perception of the process of child guidance counseling, and how it affected them and their children. At this time all or the families had completed the counseling process. The raw scores on the sub-sections of both inventories from the (1) child's test, and (2) his mother's guessing as to how he would mark the test were subjected to' treatment by 35 the rank order correlation method to study the relationship tetween diagnostic skill of the mother before and after counseling . In order to get another picture of'the process, the percentage of agreement between mother and child with regard to their.marking of each item both before and after counseling was calculated. Tests of significance were applied to both the correla- tions and the percentages of agreement. CHAPTER IV. THE HISTORICAL DEV‘EIDPLENT AND AWINISTRATION OF THE COMMUNITY CHILD GUIDANCE GEMS European Antecedents The Community Child Guidance Centers, or mhungsberatungstellen (”Counseling Centers for Educational Problems") as they were called in Europe, were originally organized by Dr. Alfred Adler and his associates in Vienna and other European cities. When reactionary forces Opposed to the democratic educational philosophy used in counseling came into power in Germany and Austria, the Centers were forced to close their doors in the 1930's. At this time Dr. Rudolf Dreikurs and a number of his co-workers in Dr. Adler's Centers came to this country. America was a fertile field for child guidance workers, as it epitomized the conflict between old and new methods of child training. The authoritarian method was waning, but confusion existed as to proper means of applying the demo- ol‘atic method. Neighborhood houses pioneered in the develop- ment of plans for working with children and their parents. This was also true of the Abraham Lincoln Center of ChicaSo: a noiShhorhood house which sponsored the first child guidance clinic of the Adlerian type in America. 37 W22 In 1938, the Dean of the Center, Curtis W. Reese, arranged with a newly arrived Viennese psychiatrist, Dr. Rudolf Dreikurs, to conduct a class for the staff in the dynamics of child behavior. The class soon came to believe that the cooperation of parents and, if possible, the teachers, was necessary in order to deal with causes, not symptoms. It was on this point of thejoint cooperation of adults that Dr. Dreikurs was able to provide specific suggestions because of his experience with Dr. Alfred Adler who had met this same challenge in the Vienna public schools shortly after the close of World War I. There. Adler had successfully dealt with the problem of an individual child by uncovering the child's hidden goal in the presence of the child, the parent, and the teacher. Once thefaulty goal had been identified, all could proceed with a oneness of purpose. The class at Abraham Lincoln Center saw no reason why this same technique could not be applied in their own situation. Accordingly, they planned to invite the parents of the most difficult children to come to a special afternoon. session once a week, along with the so-called problem child and his siblings, A small budget was provided by the Center for this clinic, and in February of 1939 the first session was held. 38 Attendance at the meetings of the counseling program experienced a very 31 w growth. After three years, in February of 1942, the social worker reported that forty families had been enrolled and received the usual counseling at intervals of two or three weeks. The social worker pointed out that people are.more apt to go for assistance to an agency wdth which they are already acquainted, one which they know'is interested in the welfare of their children and themselves. She pointed out that this type of psychiatric work, especially the group treatment, was not commonly found in America, and therefore offered a rich area for experimentation. The Abraham Lincoln Center clinic, in the first three years, did considerably more than serve the forty enrolled families. Dr. Dreikurs, who was by now'a professor of PSYchiatry at the Chicago Medical School, assigned his students to attend the clinic. Large numbers of professional social workers were also included in the early attendance at the Centers. The natural concomitant of the sessions was a broad education in the underlying principles of human behEVior. The basic explanations of Adlerian psychology as aPplied to the parent-child relationship in particular Were also suggestive of interpersonal relationships in general. The tension between children in the same family. 39 as dramatically portrayed when the entire sibship walked into the counseling room, was often found to be the basic factor in the disturbed relationships of that particular family. The Individual Psychology Association Soon came a demand for an organization to promote the principles of Individual Psycholggz. This was the designating term chosen by Alfred Adler to describe his system of psychol- ogy, which to him meant the phenomenon of the individual person thinking and acting as an indivisible unit. Every person seems to have a particular goal in mind at any given time toward which he strives with a dedication and oneness of purpose. I t The Individual Psychology Association in Chicago, after some years of theoretical discussion programs, in 1947 accepted the practical responsibility of the extension of the child guidance movement into other areas of Chicago. The Adlerian friends of this first guidance clinic were now convinced that group counseling in a public setting could successfully function in a neighborhood house. The Development of the Centers The most successful neighborhood house clinic, other than the Abraham Lincoln Center, was the one organized in 1947 at Henry Booth House, a settlement organized and supported by g+ D‘ (b {—3 tqv . m: “MN 1““ he i “ 1‘ > I: 40 the Chicago Ethical Culture Society. The head resident there, Mrs. Edna Hansen, had been on the staff at Abraham Lincoln Center and functioned as a social worker for the child guidance clinic; therefore, she was thoroughly familiar with the clinic's procedures. She carefully laid the plans and invited another worker, also trained by Alfred Adler in Vienna, Miss Eleanore Redwin, to act as the counselor. Parents were contacted, but again there was the slow, dis- couraging response. It was discovered, however, that by having the meetings on Saturday morning, it was possible for fathers and working mothers to attend. Both parents received the instruction simultaneously, Which meant that difficult interpretations did not have to be relayed. Often important conflict situations, not between child and parent but between father and mother, came into the open. The counselor, without 801113 deeper into marital problems, was able to show the effect of conflict in the home upon the child- In 1948, with two clinics in successful operation, the time seemed appropriate to make the Centers independent from individual settlement houses and their policies, and to establish a separate organization, The. Community Child Guidance Centers of Chicago. The established procedures in social 'work distinguish clearly between case work and group work. To Join the two was contrary to the wishes of many social Workers who had been trained in approaches other than the 41 Adlerian, and were loyal to them. Not umtil the National Conference of Social WOrkers met in Cleveland in 1953, did it become possible to seriously cope with the thesis that the family is a psychological unit and is to be treated as such. The momentum of the two Centers which were functioning in 1948 led to the Opening of a Center at a large Jewish temple on the exclusive Lake Shore Drive in the Fall of that year. This Center was sponsored by a Board composed of members of the congregation, including the wife of the Rabbi, as well as representatives of the community, and was called the North Side Child Guidance Center. By paying a monthly fee, it received the services of a professional staff consist- ing of counselor, social worker, psychodramatist, play room director, plus several trained volunteer workers who had gained experience in the existing Centers. The organization had been warned that the group approach, possible in an underprivileged area, would not be acceptable to a middle class and upperemiddle class population whose competitive concern with prestige would prevent enrollment 0f parents. Just the Opposite took place. More than seventy- fiVe P60p1e, mostly mothers, came early to get a seat at the first session. A considerable amount of publicity appeared in the Presses. As a result of this favorable publicity, the Dire: tale; their anti. «uU‘i » \i ‘. \ “,\: l \- I | ! 'r l V Iii! 42 Director of Community Services, Dr. Rudolf Dreikurs, had many telephone inquiries. Parents were interested in bringing their children, and organizations wanted a speaker, or infor. mation on how they could sponsor some such project in their own community. Plans had already been underway for a child guidance center on the extreme West Side of the city, about the time a newspaper series on the Centers appeared, and the new Center was soon opened for a two—month demonstration period. It met in a Unitarian church with the same kind of backing which had been provided by the group at Temple Sholom. The Function of the Boards It is here that an account should be given of the neighborhood Boards of the various Centers, for this will exPlain the first word in the title, Community Child Guidance Centers. The story of how a community group was formed and what they did is a recognition of the way in which tangible results can best be realized in a community. There was no hierarchy of control, but helpful 3118863310113 were willingly accepted after the new group had visited an existing Center and observed its Operation. The steady growth and the pro- Vision of local leadership accounted for the eventual success or the movement, as each local Board was expected to send W0 representatives to sit as members of a Central Board. In the local Boards was lodged the responsibility for LAM Mu mid out}- . A 9“ :r ‘Q 0 a Can Uy‘ 43 housing and partially financing the Guidance Center, getting publicity printed in the neighborhood paper, building communi- ty relationships through contacting civic organizations, churches, and PTA units in the schools. The Board was also expected, once the Center opened, to aid the professional . staff by providing assistants in the play room and at least one person to register visitors. These People at the desk were entrusted with the sale of pamphlets and aided in the mechanics of ushering the mother out of the counseling room at the appointed time, and bringing the children in to the counseling room. The following list of places used by the Centers gives an idea of the diversity of contacts which existed Within the single objective of serving families in need: A Jewish Temple A Masonic Lodge Hall A public grade school A Baptist missionary training school A Congregational church A Unitarian church A Maccabee Lodge Hall A Salvation Army building A Presbyterian church Six of these nine places were under religious auspices, and in two instances the religious organization took the initiative in starting the Center. Presently there are four Centers: Belmont Center, North Shore Center, Niles Township Center: and South Side Center. 44 The Central Board had the responsibility of hiring the staff and providing a downtown office, but it should again be stressed that it was the local Board which fed personnel into the central body, and which, by virtue of being nearest the base of operation, kept the chief focus, that of dealing with the immediate problem of helping Children and their families. Progress in Iowa The history of the Community Child Guidance Centers in America must include, along with the story of Chicago, the expansion into other parts of the country which began with the Center in Waterloo, Iowa, in the year 1952. Mhnford Sonstegard, Professor at the Iowa State Teachers College, the organizer of this Center, first learned of this approach to child therapy when studying with Dr. Rudolf Dreikurs as instructor at the summer school of Northwestern University. The requests for counseling by the parents of the community led to the establishment of the Castle Hill Center soon after his return to Iowa. The parents of the community later organized the Iowa Community Centers for the Guidance of Parents and Children and asked Dr. Sonstegard to become the Director. He was granted a short leave-of-absence t0 observe the Chicago Centers when all the Centers were in Operation, With this additional information he returned and Snided the organization of the Iowa Centers. 45 The North Shore Center For the climax of the Chicago history, we now turn to an account of the North Shore Unit of the Community Child Guidance Centers which established a Center in a widely known public school on the North Shore in Evanston. It meets on a Saturday morning and thus attracts.many school teachers and also students and faculty of Northwestern University. The North Shore Center has indicated that child problems do not primarily grow out of sub-marginal economic or social milieu, but are inherent in the dynamics of any family where there is one or more children. While the first regular session of the North Shore Center was held in the Fall of 1951, for months before this the Central Board had been working on the planning of this Center. The local Chicago papers featured stories on the Progress of'the Centers. A session of the North Shore Center was described in the February 16, 1953. issue of T___.ime 11138821116. ADMINISTRATION or THE COMMUNITY CHILD GUIDANCE cmmms The objectives of the Community Child Guidance Centers are: A. Through the maintenance and operation of Community Child Guidance Centers, the conduct of classes and forums. the provision of counseling services and other appr0priate means, to conduct an educational program with respect to the emotional problems of children- 46 B. Through such Centers and other means, to provide facilities for assistance to parents and others in the solution of Specific emotional problems of children. C. To provide educational and guidance services for the purpose of promoting the development of well adjusted children and for the purpose of preventing Juvenile delinquency. 1. To guide the local Center according to the policies of the Community Child Guidance Centers. 2. To activate the projects and activities suggested by the unit. 3. To draw up the budget for the local Center for submission, approval and incorporation into the overall budget of the Community Child Guidance Centers. Financial Reports are to be made quarterly. 4. To staff the Center with volunteer workers who will act as registrars, ushers, and assist in the play room. 5. To provide resource materials and consultation service for use in forming Child-Parent Relationship Stumr Groups. . A women's division is composed of one or more represen- tatives ‘of each local unit together with such members as might be alIDPOinted by the central Board of Directors. The women's division serves as co-ordinating group among the women members or the Centers in fund raising projects and various educational PI‘OJeots such as lecture series. 47 One of the unique features of the Community Child Guidance Centers is its staff. The longtime director or the Centers, Dr. Rudolf Dreikurs, is Consultant to the Professional Staff. The rest of the staff is trained primarily in psychia- try. However, some of the staff has been trained solely in psychology or social work. The orientation of the clinics is based on the works of Alfred Adler and certain modifications which Dr. Dreikurs made in America. The services of the Centers are not limited to counseling or the individual families enrolled for the particular session. The educational function involved in group counseling makes these Centers truly unique in their service to Chicago. They do not take severely disturbed cases where both the child and the mother need individual treatment. These cases are referred to other agencies or for private consultation. Thus, all cases enrolled are able to provide public group counseling with the opportunity for both the family involved and others Present to profit from the session. The individual interview with the social worker and the Play room sessions for the child are among SBI‘ViceS Provided. The Centers also provide a‘ fairly comprehensive stock of mimeographed materials and reprints related to child behavior and Adlerian principles. Some of these are sold at each session and some are distributed free of charge. Study groups have been formed in various communities to discuss the (3 H §r§ ‘ ‘ \h‘eh 48 principles of Adlerian psychology. Individual Centers feature sessions for mothers' group therapy. The financing of the Community Child Guidance Centers is based on a membership plan and the solicitation of donations. The primary source of financial support exists in private contributions from the community. Individual Centers frequent- ly sponsor events of a money raising nature. The only charge for the services is an annual five dollar registration fee. A large staff of volunteer workers assists in helping the Centers to operate at a minimal cost. These workers are trained by the professional staff of the Community Child Guidance Centers. A primary factor in the inexpensive operation of the Centers has been the willingness of the counselors to give of their time. They have generally donated the major part of their services, or have been paid very small sums. The only regularly paid staff members are the social worker, Play room director, and the clerical staff. The budget for the fiscal year usually is around twenty thousand dollars. Parents who wish to receive help with their children are invited to enroll at the Centers after having attended two or more sessions as visitors. Eligibility for services 13 unrestricted. Only the size of the staff and the number °f caSes they can handle limits the services. Children are accepted at the age of two and up to the 49 age of twelve. Where families have been in attendance at another agency, reports are regularly requested from these agencies. Primary sources of referral are the schools, physicians, agencies, and other parents. Formal application for counseling is made by a personal interview with the social worker. While there is generally a waiting list, within a few weeks after application the mother and child are scheduled for counseling. A unique feature from the standpoint of most counselors is the fact that the psychiatrist first sees the social worker's information on the child and previous case notes only at his first interview with the family. After the first appointment further counseling is scheduled on the basis of need, as determined by the counselor. The Centers are generally in operation for a two hour session every week. The one exception to this exists in the Niles Township Center, which meets every other week. Total yearly attendance at the Centers is generally in excess of three thousand, and consists of enrolled parents, lVisiting parents, and professional workers. About fOrty per cent of the enrolled are parents, forty per cent are profession- leaJ. workers, and twenty per cent are visiting parents and students. The Centers employ new methods not attempted in the 1‘1 eld by most other agencies in the country. Among these is 50 the teleological approach: finding the goal of the child's behavior in his interactions at home and in school. It is assumed that new methods must be developed in child rearing adequate for the democratic atmosphere in which the child lives. By thus experimenting with such new methods in the family, the family becomes the testing ground for similar approaches to be used in all inter-personal and inter-group conflicts. The Centers are attempting to provide the whole community-~parents, teachers, and social agencies--with a new understanding of the child and his motivation while employing techniques that permit the establishment and main- tenance of order in a democratic atmosphere with full respect for each individual. Both the approaches and perspectives are new, and although in line with the newest develOPment in psychiatry and social work, they are in contrast with the prevailing psychoanalytic concepts. By moving away from many of the established principles employed in present day child guidance clinics, the Centers possibly hold some of the answers to our needs for faster and more effective results. CHAPTER v FUNDAMENTAL PRINCIPLES or ADIMIAN CHILD GUIDANCE History and Background Shortly after the first WOrld war in 1918, Alfred Adler started the first child guidance clinic in Vienna. (56) At this time he had the cooperation of the post- war government which was attempting to increase activities promoting the standard of living. In a very few years the ' number of child guidance clinics had increased to its maxi- ,mum of almost thirty clinics in Vienna alone. This was followed by the establishment of additional guidance clinics in Germany and then in several other European countries. ' Since Alfred Adler's death in 1937, this work has been continued by his pupils. At present the two most active 'Individual Psychology groups are in Chicago and New York. It is noteworthy that throughout the history of the Adlerian Child Guidance Clinics, almost all work for the clinics has been done free, and only occasionally have some small sums been available for the payment of secretaries or psychologists. More than at any other time in history, we are presently concerned with all variations of psycho-therapeutic techniques. In general, there are two types of group therapy-~therapy in and through a group, and therapy before a group or audience. 52 Adlerian psycho—therapy is of the second type, consisting of public counseling in the presence of a group. Public counseling properly controlled and directed can be utilized even more intensively for character building and re-education of children. (65) Alfred Adler's Technigue Alfred Adler developed a specific technique for the therapy of children. (3, 4, 6) In order to reach the largest number of children, parents, and teachers, Adler and his co- workers organized child guidance centers in Vienna. The first .Adlerian child guidance clinic in America was established in Chicago in 1939, and a similar clinic is now operating both in Los Angeles and Iowa. The characteristic elements of the Adlerian approach to Child Guidance, as stated by Rudolf Dreikurs, are: l. The focus of attention is directed toward the parents, as the parent is generally the problem, not the child. The child responds only in his own way to the eXperiences to which he is exposed. Younger children especially do not change easily as long as the parent‘s attitudes and approach to the child does not change. 2. All parents consulting the Center participate si- multaneously in a procedure that may be called "group therapy." In these sessions each case is cpenly discussed in front of the other parents. Many parents gain greater insight into their own situation by listening to the dis- cussion of similar problems which other parents have. In this way an influence is exerted beyond the scope of individual treatment and the whole community, including teachers, is directed toward a better approach to under- standing and handling children. 53 3. The same therapist works with parent and child. All problems of children are problems of a disturbed parent-child relationship. The therapist is confronted with this disturbed relationship and must approach it from both ends simultaneously. working with one party alone is almost a handicap. The speed and course of treatment depend upon the receptivity of parent and child alike. It can be evaluated only if the worker is in close contact with both. 4. The problems of the child are frankly discussed with him regardless of his age. If the child understands the words, he can also understand psychological dynamics which they describe. Contrary to wideSpread belief, young children show an amazing keenness in grasping and accept- ing psychological explanations. In general, it takes much longer for a parent to understand the psychological dynam- ics of the problem; the child recognizes them.almost immediately. 5. If there are other children in the family, we deal with all of them together, not only with the ”problem child.” His problems are closely related to the behavior of every other member of the group. One has to understand the whole group and the existing inter-relationships, the lines of alliance, competition, and antagonism to really understand the concept and behavior of any one member. 6. The main objective of our work is the change in the relationships between child and parent, and between the siblings. Without such a change it is impossible to alter the child's behavior, his life-style, his approaches to social living, his concepts of himself in relation to others. (33) Procedure in Adlerian Child Guidance Centers" The general procedure followed in Adlerian psycho- therapy is standard. A social worker has an initial interview With the mother at the main office of the Community Child Guidance Centers to get essential data for the case history. First Consultation. At this time the parents are scheduled for their consultation at the local Center. 54 During the first consultation between the parents and the counselor at the local Center, they discuss in detail the situation and the problem which concerns them. At this time questions are then asked by the psychiatrist in an attempt to clarify: (l) the family constellation, the relationship between the child and each parent as well as the relationship between the child and his siblings, (2) the methods of child training used, and (3) the child's behavior at home, in school, and with his peers. It is generally possible to arrive at some conclusions about the dynamics of the situation.merely on the basis of a first report from the parents. This consultation is not private but part of the public counseling. During the first interview at the local Center, impress- ions are cpenly voiced by the parents so that a cooperative atmosphere is developed. Then the child with his siblings who have been in the play room.are called into the consultation room while the parents leave. Interviews with the children are brief and to the point. Their relationship is observed through the way they enter the room and sit down on a common bench. The discussion with the children centers around their family relationship. This behavior is only discussed when it is not believed to be too embarrassing for the child. The main approach is to help the child understand his behavior since the goal of a child’s misbehavior is considered by 55 Dr. Rudolf Dreikurs to be either: (1) to attract attention, (2) to demonstrate his power, (3) to punish or get even, or (4) to demonstrate his inadequacy. (37) Generally the child is asked why he is doing what he does. It may be assumed that he does not know his motives, but the counselor wants to hear his explanations and rational- izations. After asking the child whether he wishes to know his goal and whether he wants it explained to him, the coun- selor then cautiously suggests the goal which causes him.to pursue his misbehavior. The psychiatrist may say, ”Could it be, is it possible, perhaps," and "maybe," and then allude to the goal. This is called disclosure. For the counselors the goal is the development of self understanding through the "recognition reflex." If an interpretation of the goal is correct, the child will respond with a characteristic "recog- nition reflex" that Dreikurs describes as "a roguish smile and a peculiar twinkle of the eyes, characteristic of the cat who swallowed the canary.” (36:89) At this point the children return to the play room and the parents return to the consultation room. In order to get at their true feelings more effectively, the parents and the children are never counseled simultaneously. After a report by the play room worker and a discussion with the psychologist, the situation is summarized and specific recommendations are made. Parents return to the Centers regularly with their 56 children. They are counseled at intervals determined by the individual counselor. Theory of the Community Child Guidance Centers The Community Child Guidance Centers of Chicago use group methods, as do most child guidance clinics that follow the techniques developed by Dr. Alfred Adler. Whenever possi- ble, they deal with all family members at the same time, and all adults in the household are drawn into the counseling session. Discussion and therapy deal with the dynamics oper- ating within the family. Adlerians believe that the problems of the child express his interpersonal conflicts within the family, rather than any intrapersonal conflict. Hence, the counselor deals with all members of the family, even those unwittingly taking part in the conflict. The child's behavior, regardless of how disturbing or abnormal, in Adlerian theory must be considered a logical answer to the situation in which he finds himself. In terms of the theories proposed by Carl Rogers, Donald Snygg, and Arthur Combs, the child is acting on the basis of his per- ception of the situation. The child's behavior is viewed as a response to the mother's attitudes and.methods of dealing with the child and is interrelated with the behavior of his siblings. In each case an attempt is made to expose and explain interpersonal dynamics to all participants, and to stimulate new family relationships. 5'7 Therapy at the Community Child Guidance Centers con- sists of interpretations and suggestions of methods for deal- ing with each problem. The prime obJeCtive of all suggestions is to change existing relationships. For a major part of the time each session, the child is in the game room. Here ob- Jectives include: 1. Observation of relationships to siblings and other children. ‘ ' 2. Opportunities for free expression of attitudes and approaches. 3. Psychodrama, in which the psychodramatist enacts with the children Characteristic domestic and social problems to recognize their particular attitudes and approaches, and re-evaluate both. In play therapy, action experience supplements verbal- ization in counseling. Parents enrolled in the program are expected to attend each session of their Center while enrolled, including sessions when they are not individually scheduled for counseling. Their regular participation is important both for their reorientation and for the help they give other parents whose cases are being discussed. In the place of counselor and client relationships from which autocratic and, therefore, detrimental elements are not always eliminated, the client is exposed to the group atmosphere which he can accept more easily. Another indirect 58 influence of great importance is the realization by each parent that he shares his problems with many others. Feelings of shame, humiliation, guilt, or personal inadequacy may be removed as parents recognize their problem as a universal one. At every session of the Community Child Guidance Centers of Chicago two cases are discussed. The parents and children are rescheduled for counseling upon the specific recommenda- tions of the counselor. These recommendations may necessitate counseling at the next.meeting of the Center or perhaps will not occur until two or three months after the first counseling. In essence, then, the goals are re-education of not only the parent and the child, but the whole family. DeveIOp- ment of an improved family atmosphere, and the development of increased social interest and desire for cooperation are basic to the whole phiIOSOphy of the Centers and their goals. Alfred Adler believed man's urge to adapt himself to the arbitrary conditions of his environment is expressed by the social interest innate in every human being. But this innate social characteristic, which is common to all, must be developed if the individual is to be qualified to fulfill the complicated demands of the community in which the adult lives. The more social interest is developed and the happier the relationship between the individual and the human communi- ty, the more successfully does the individual fulfill Adler's 59 life tasks of work, friendship, and love, and the better balanced his character and personality appear. Cooperation and a feeling of belonging are basic. A man's ability to cooperate may therefore be regarded as a measure of the development of his social interest. (29) A detailed picture of individual families in the counseling process is given in Chapter X where individual case studies in Adlerian child guidance are presented. The Role of the Audiggge The Adlerian clinics have also been used extensively for teaching purposes since the counseling was always done before an audience consisting of people who were being trained in individual psychology or who were interested in child behavior problems. It is felt by Adlerian counselors that children under twelve years of age hardly ever resent the presence of an audience. Workers in Adlerian clinics believe that in many instances it may be considered beneficial if the child notices that his problems actually present a problem that pertains to the entire community. They believe that this might increase the social interest in the child. It is hypothesized by Adlerian psychologists that the audience can be of assistance in a number of ways. It can help make the child feel that his difficulties are not unique, and can be helpful in dealing with both the parents and the children on this point. ~Frequently the mother may be reassured 60 by the frankness with which people speak about their problems, and may realize that there is no reason to conceal anything from others, or from herself. "On the basis of the assumption that the child's need for acceptance is his most powerful urge, it can be established that this type of counseling provides the following advantages: 1. The child is assured of absence of any rejection, and of unconditional acceptance not only by one person but also by the group. 2. The child experiences the realization that adults have had to overcome similar obstacles. The usual ver- tical relationship is changed into a horizontal one. 3. The child learns that failures are not humiliating but rather to be considered as stumbling blocks on one's road of deveIOpment. 4. The parents realize that their problems are not exceptional and gain a more objective outlook in dealing with them. 5. The professional audience has the opportunity of studying child guidance work in theory and practise.” (65) Children frequently present emotional and adjustment problems with which their parents and teachers either cannot or do not cope adequately. The Adlerian method is equipped to both deal with the prdblems of the child and concurrently educate the parent and teacher. The Adlerian approach, which takes much less time than most forms of therapy, is not a superficial one. It goes to the fundamentals of the human personality, the life style, and other basic concepts which, in the view of its practitioners, many other therapies have ignored entirely. 61 Recommendations The most important aspects of the Community Child Guidance Centers are the recommendations made to parents. Recommendations are designed to improve not only the child, but the relationship between the mother, the child, and all of the family. Each recommendation is designed to have implications for the relationship and, if carried out, should change it fundamentally. Recommendations are based on an evaluation of individual cases. The recommendations given take into consideration the psychological dynamics of each child, the attitudes, the per- sonality, and the predominate mistaken concepts. Specific recommendations are geared to the problems of the particular child. "Non-specific” recommendations are applicable to any child and embody premises for a democratic relationship. A description of some of the basic non-Specific prin- .ciples are included in the following concepts: 1. Encouragement. Children generally are exposed to a sequence of discouraging experiences. Planned, deliberate encouragement is essential for proper behavior growth. Adler believes a child misbehaves only when discouraged. 2. Natural Consequences. One must learn to utilize situations which can exert the necessary pressures to stimu- late proper motivation. The child understands reality and its demands. The child.must not be protected from.the 62 unpleasant consequences which will naturally occur in society. Interfering with the natural consequences deprives the child of corrective experiences, and hinders learning. To train the child properly one must avoid being punitive. 3. Action Instead of‘wgggg. Talking is almost entirely ineffective. The child becomes "parent-deaf.” words should not be used as weapons of warfare in a moment of conflict or clash of interests, because communication does not then occur. Effective action in a moment of conflict consists of natural consequences, or if these are not possible--of removal “from.the situation. Talking should be restricted to free cenversation and words should not be used as disciplinary .means. 4. Flaggess Without Domination. Firmness will gain the child’s reapect. Domination will make him rebellious. Firmness indicates adult action and refusal to give in to the child's undue demands. 5. Efficacy of Withdrawal. Withdraw when the child demands undue attention or tries to involve the parent in a 'power contest. This is a most effective training tactic. There is no fun in losing one's temper if there is no audience; nor’is there any satisfaction in being annoying when nobody pays attention. 6. Family Council. The greater freedom which the contemporary, democratic atmosphere provides for each member 63 of the family requires the realization of greater responsi- bility which each one has for greater welfare of the whole. The family council gives every member of the family a chance to express himself freely in all matters pertaining to the family as a whole. The Community Child Guidance Centers provide practical training in understanding children and in dealing with them, and are available to parents, teachers, and others involved in the problem of raising children. They are designed to assist the community in developing a new tradition of raising children. The Guidance Centers are not intended to primarily provide psychiatric services, but instead educational facili- ties. Their main function is not to treat but to instruct parents and children in new patterns of family relationship leading to a better understanding and a more efficient reso- lution of their problems through group counseling. The immense program of parent education carried out as a matter of fact is one of the most important contributions of the Adlerian approach. Mbthers' study groups, lectures in understanding and handling children, innumerable books and pamphlets are all part of parent education. The Community Child Guidance Centers offer an oppor- tunity to learn about contemporary family conflicts and their possible solutions. Parents are exposed to a practical demon— stration of problems as they are found in almost every family 64 in the hope that parents will learn from each other and under- stand the interaction between themselves and their children; as well as see what effect certain approaches have, be they favorable or unfavorable. This learning does not take place through mere verbal instruction, but through the observation of actual cases. In this way the Centers provide a learning experience for parents and interested adults seldom found in any other known counseling procedure. Not only parents who are counseled but all participating members of the community become involved in this learning procedure. It is a basic belief of the Adlerians that it is not sufficient to teach and counsel individual parents but that the whole community has to be included, otherwise, the new approaches which these parents learn would constantly clash with those used by their neighbors. During consultation an attempt is made to clarify the dynamics of interactions and interpersonal relationships. The members of the family involved in the conflict may not be aware of these mechanisms and may find it difficult to under- stand them when they are explained to them. But to those who are not counseled and merely listen in, the explanations may .make sense and the mechanisms under discussion are frequently Obvious. 65 2;. Dreikurs' Case Analysis Technique Dr. Rudolf Dreikurs has developed a definite case analysis technique for use in the American setting. Believing that all behavior is purposive, he attempts to bring to the child's attention the goal of his behavior. This socioteleo- logical, or goal directed approach, sees the child as a social I individual. Dreikurs believes one must understand the child in his social setting, stressing the inter-personal rather than the intra-personal conflicts, as is done in Freudian psychology. When investigating the goal of the child, he routinely investigates the following areas: 1. The eating habits 2. The morning routine 3. The tidiness 4. A description of the child's personality by the parents 5. The differences and the similarities among the siblings Dreikurs believes that every action of the child has a purpose. The child may try to get attention or attempt to prove his power, or he may seek revenge or display his de- ficiency in order to get special service or exemption. The goals of the child are fourfold, and can be described briefly, as follows: 1. Attention-Getting Mechanism. The child wants attention. He prefers it in the pleasant way but will accept it negatively too, as this is better than being ignored. 66 It is significant in studying the child to see if he continues in a certain action if he is no longer rewarded by receiving attention for it. . If the child is prevented from gaining status through his own constructive contributions, he can gain attention only through a recognition of his value by others. This is demonstrated by his charm, cuteness, cleverness, and bright remarks. Unpleasant byproducts of obtaining attention, like humiliation, punishment of physical pain, do not matter so long as his main purpose is achieved. 2. Egggg. One tells the child to do something and he won't; but if one tells him.not to do it he does it. All efforts to control the child lead to a deadlock in the struggle between the child and adults for power and super- iority. He tries to prove he can do what he wants and refuses to do what he ought to do. The few times the parent or teacher is able to score a victory and overpower the child will make him only more convinced of the value of power. 3. Revenge. The child desires to hurt others as he has been hurt. The parents are trying by every conceivable means to subjugate the child. This mutual antagonism and hatred results in the desire for retaliation. His place in the group comes only through being hated. These children know where it hurts most and take advantage of the vulnera- bility of the opponent. They regard it as a triumph when 67 they are considered horrible; this is their triumph and it is the only one they seek. 4. Inferiority and Inadeguacy. By deviating to the useless side of life the child indicates his feelings of inferiority. He displays the deficiency in order to get special service or exemption. He is passive and discouraged to the extent that he cannot hope for any significance What- soever. He expects only defeat and failure and stops trying. He hides himself behind his real or imagined inferiority and deficiency, and uses the inability he exaggerates, as a pro- tection so nothing is required or expected of him. The technique for diagnosing the child's goal in the interview is interesting for child psychologists. Dreikurs calls this technique psychological disclosure. It is based on the fact that the child responds differently to an expla- nation of causes than to an explanation of the goals of his actions. While the child may accept references to his being jealous, insecure, or feeling rejected, it is to be emphasized that these techniques only tell him.what he is and may dis- courage him further. His reaction is quite different when he is made aware of what he wants: to get attention, to show his superiority, to be the boss, to demonstrate his power, to get special service or consideration, to get even, or to punish others. Such interpretations of his true intentions evoke, if correct, 68 an immediate and characteristic reaction. This automatic reaction consists of a roguish smile and a peculiar twinkle of the eyes, a so-called ”recognition reflex." (36, 29) In diagnosing the child's goals one should also observe one's own immediate responses to the child's disturbing actions. For example: 1. If one is just annoyed the goal is attention getting. 2. If one is angry the goal is power. 3. If one is furious the goal is revenge. 4. If one has a tendency to give up the goal is inadequacy. Dreikurs believes that three major factors must be considered in every study of the child. These are: l. The Family Atmospherg. This forms one pattern. The fatheremother relationship is important as this estab- lishes the way in which children react. Where everybody in the family is found to be alike in certain traits this reflects the pattern of the family, the atmosphere. Remember, however, children may be in conformity to or in opposition to the family atmosphere in terms of agreeing or disagreeing with the general family pattern. 2. The Family Constellation. All children in a family are not alike. The child's concept of how he thinks or feels he is being treated is important as he reacts more on the basis of this self concept than on the basis of how he is really being treated. A good point to remember is that children are alike because of family atmOSphere and they are 69 different because of family competition. 3. methods of Trainigg. The conflict in society today is between the old autocratic and the new democratic method of child training. Often as soon as one child has success in an area his sibling gives up, and develops opposite qualities. Behavior patterns in the Adlerian method of Child Guidance are divided into four general types: l..Active-constructive 2. Active-destructive 3. Passive—constructive 4. Passive-destructive A few characteristic behavior patterns so often found in school children may serve as examples of these four basic patterns. .Active-constructive behavior is the extreme ambition of the first in the class, the helpfulness exhibited by the ”teacher's pet.” Active-destructive is the clown, the bully, the impertinent and defiant rebel. Passive-con- structive is the child who with his charm and adoration manages to receive special attention and favor, without doing anything himself. Passive-destructive is laziness and stubbornness. (32) CHAPTER'VI IMEASURES OF PARENT UNDERSTANDING It is believed that the better parents understand their children the more capable they are of guiding them. One of the problems of this study was to determine how well mothers judge the feelings and self-concepts of their children in the area of self adjustment and social adjustment. For purposes of this study, this empathic ability is referred to as diagnostic skill or empathy. The rank order correlation technique was used to determine the agreement in the relative importance of the problem areas to the child before and after counseling. It was also used to determine the ability of the mother to observe how the child changed in his self-concept, as measured by these problem inventories over a period of five months. In this five month period there was public counseling of both the mother and the child. The Spearman rho was chosen because the number of cases was small and rank order co- efficients are strongly recommended for such situations. The raw scores for each area were used to determine the ranks. It is to be remembered that the correlations reported indicate the amount of agreement found in the ranking of the areas as problems. The task of the mother was to determine before and after counseling which areas the child had marked 71 most extensively and intensively. It was felt that the relative size, rather than the absolute size or importance of each problem and category, was the more realistic approach to the analysis of this data. The children were asked to respond to the questions as they felt, and the mothers were asked to mark the questions as they thought their particular child would respond. The only instructions issued to parents were as follows: "Please remember that you are answering this questionnaire as you think your child will answer it, not as you yourself feel.” Analysis of the data in Table VI:1 shows fourteen correlations before counseling that were above the .50 level. After counseling there were thirteen correlations found above .50. The next analysis of data deals with changes in the mother-child empathy scores which are measures of diagnostic skill on the part of the mother. An inspection of the data in Table V122 shows only eleven mothers that changed positively in their ability to rank the problem.areas, while fifteen (mothers decreased in this ability. Application of a test of significance shows that only two of the correlations are significant at the five per cent level; both.of these signi- ficant changes were improvements in correlations. Table VI:3 which presents results from.the SRA reveals fourteen correlations above .50 before counseling. After*the TABLE VI:1 MENTAL HEADTH ANALYSIS RANKIORDER‘CORRELATIGNS A study of the parent and child empathy scores where the mother marked her inventory as she felt the child was marking the inventory. “:13 to .0 001 to :49 050 to .95 Before Counseling 4 8 14 After Counseling 2 ll 13 '73 TABLE VI:2 METAL HEALTH ANALYSIS RANK ORDER CORRELATIONS .A study of change in correlation of the parent and child empathy scores where the mother marked her inventory as she felt the child was marking the inventory. Total Cases V Siggificant Changes Improved ll 2 Decreased 15 0 74 TABLB'VI:3 SRA JUNIOR INVENTORY FORM S RANK ORDHI CORRELATIONS .A study of the parent and child empathy scores where the mother marked her inventory as she felt the child was marking the inventory. -,9O to.,O ,01 to :49 ,50 to ,99 Before Counseling 3 9 14 After Counseling 4 ll 11 '75 public counseling there were eleven correlations that were above the .50 level. An inspection of Table VI:4 shows only eight mothers increasing their ability to understand how the child will mark the relative importance of the problem, while seventeen decreased in this ability. It can be assumed that the SRA is the more difficult problem inventory for this type of task, because it requires assigning one of four degrees to each answer. When the test.of significance was applied to the SBA test data, only one difference in correlation was determined to be significant and that was a decrease in correlation which was significant at the five per cent level. One might conclude that as a result of a limited period of counseling the mothers seemed to be uncertain as to how the child's marking of these problems would change. Through- out the tests one observes the child changing, but frequently the mother fails to detect this change. A partial solution to the reason why parents are not able to empathize in this manner might be found in the rank order correlations of the child with himself and the mother with herself, as shown in Table VI:5 and Table VI:6. Thesc differences found between child and child, parent and parent, are not statistically significant except for one. In this type of test-retest reliability, one observes that the parents are somewhat more consistent than the children. There is '76 TABLE VI:4 SRA (JUNIOR INVENTORY FORM 8 RANK ORDER CORRELATIONS A study of change in correlation of the parent and child empathy scores where the mother marked her inventory as she felt the child was marking the inventory. Total Cases Siggificant Changes Improved 8 O Decreased 18 1 '77 TABLE VI:5 MENTAL HEALTH ANALYSIS RANK ORDER CORRELATION Total test v.s. retest, child v.s. self and parent v.s. self (to note variations in consistency between parent and child) Stability of Rankings: W so to 99 Child v.s. Salt 8 18 Parent v.s. Self 3 23 78 TABLE VI:6 SRA JUNIOR INVJNTORY FORM S Rank difference correlation test and retest Child v.s. self and parent v.s. self (to note variations in consistency between parent and child) Stability of Rankings: 29" '30 :22 W Child v.s. Self 9 17 Parent v.s. Self 5 _ 21 79 indication here that the children change after five months in the manner in which they perceive their problems. However, reference to Tables I and II in the Appendix shows that the mothers remain quite consistent.1n their marking of the in- ventories.. A study of the parents' understanding of the child on the Mental Health Analysis reveals that understanding is greater in the realm of assets than in the realm of liabili- ties, even before counseling. Also, changes in correlation were found in both directions. When tests of significance were applied, none of the correlations in Table V137 were found to be significant in their change. On the SBA the mother had to guess whether the child felt the problem was a big one, average sized, small, or no problem at all. Reference to Table VI:8 reveals that only two of the changes in the correlations met the five per cent level of significance. In both of these cases the ability of the mothers to empathize decreased significantly. Thus, counseling did not improve the mothers' ability for this particular task. Summary A careful study through the rank correlation method to determine the ability of parents to evaluate the area in which their children have most of their problems produced TABLE'VI:7 MENTAL HEALTH ANALYSIS RANK ORDER CORRELATIONS Parent and child, empathy by sections (to note areas of understanding and areas with lack of understanding) lst Testing Parent-Child Area Empathy Behavioral Immaturity .22 Emotional Instability .21 Feelings of Inadequacy .17 Physical Defects .34 Nervous Manifestations -.Ol Liabilities .16 Close Personal Relationships .36 Inter-Personal Skills .54 Social Participation .57 Satisfying'Work and Recrea- tion ' .30 Adequate Outlook and Goals .24 Assets .55 2nd Testing Parent-Child Empathy .10 .14 .30 .28 .28 .21 .35 .45 .52 .30 .04 .48 80 Sig. None None None None None None None None None None None None TABLE VI:8 81 SEA JUNIOR INVENTORY FORM 8 RANK ORDER CORRELATIONS Parent and child, empathy by sections (to note areas of understanding and areas with lack of understanding) lst Testing Parent-Child Area About Nb and My School About me and My Home Hy Health About Myself Getting Along With People Things In General Empathy_ .56 .45 .51 .70 .52 .58 2nd Testing Parent-Child Empathy, .43 -015 .21 .28 .15 ‘013 Sig. None 5% level None 5‘ level None None 82 few significant findings. Diagnostic skill does not change significantly for the composite group of mothers. In a few individual cases significance is shown, but considering the small numbers used in the study this might be expected as a function of chance. When the mothers were studied individually with their children, observation of the data shows the individual parents to generally be more reliable or consistent than the children. This is shown in Tables I and II in the Appendix. CHAPTER‘VII CALCULATIONS OF DISCREPANCY BY PERCENTAGE OF AGREEMENT A study using the method of percentage of agreement was made to determine the extent to which the mothers agreed with their children at the first testing and after five months of counseling and parental education. It was believed that a more adequate analysis of diagnostic skill could be made by the addition of this statistical technique. The tests taken by the mothers and their children were tallied individually to determine the percentage of questions on which there was agreement before and after counseling. At the same time each of the questions was tallied to determine the percentage of mother-child pairs that agreed in their answers before and after counseling. Tests were applied to determine significance of the changes in the percentage of agreement. Significance was defined at the five per cent level of confidence. Reference to Table VII:1 shows that the entire group of mothers had over fifty per cent agreement with their children before counseling. After counseling there was only one.mother who did not maintain at least fifty per cent agreement. Table VII:2 reveals that nineteen of the mothers im- . proved when measured by percentage of agreement, and that seven of these were significant changes. 84 TABLE VII:l MENTAL HEALTH ANALYSIS - EIMTARY SEEDS, FORM A A study of the percentage of agreement of the mother with the child, when the mother marked her inventory as she felt the child was.marking the inventory. .98 tol.50 ,51 to ,80 Before Counseling 0 26 After Counseling 1 25 85 TABLE VII:2 A STUDY OF CHANGE IN PERCJINTAGE OF AGRWANT ON THE MAL WE ANALYSIS Tot al Cases Siggi fi cant Chan ges Improved l9 '7 Decreased 7 O 86 The data from the SRA which are shown in Table VII:3 reveal that only eight of the twenty-six mothers had fifty per cent or better agreement. However, after counseling, this was increased to sixteen of twenty-six mothers having fifty per cent agreement. Thus, when we look at Table VII:4, we see that eighteen of the total cases improved and that nine of these changes were significant. A further purpose of the study was to analyze the percentage of agreement on each question individually. Here it was learned that on 166 of the 20C IRA questions, there was at least fifty per cent agreement as measured by the percentage of agreement technique as seen in Table VII:5, and twenty of these had above eighty-five per cent agreement. After counseling this was raised to 168 of 200 questions on which at least fifty per cent agreement was found, and thirty- four questions now had above eighty-five per cent agreement.. Analysis of the improvement as measured by percentage of agreement is summarized in Table VII:6 and shows that there was improvement on 116 of the questions, although only seven met the test of significance. . Turning to the SBA study of percentage of agreement found in Table VII:7, we find only 65 of the 168 questions meeting with agreement fifty per cent of the time or better, and none having above eighty-five per cent agreement. 87 TABLE‘VIlzfi SRA JUNIOR INVENTORY - FORM S A study of the percentage of agreement of the mother with the child, when the.mother.marked her inventory as she felt the child was marking the inventory. .08 to .50 ,5; to .80 Before Counseling 18 8 After Counseling 10 16 TABLE‘VIIz4 A STUDY OF CHANGE IN PERCENTAGE OF AGREEMENT ON THE SEA Total Cases Significant Changes Inlp roved 18 9 Decreased 8 O 88 89 TABLE “1:5 A STUDY 01" PERCE‘ITAGE 0F AGREMT ON EACH QUETION OF THE MENTAL HEALTH ANALYSIS ,0 to .49 .50 to Le; .85 to 100 Before Counseling 24 156 20 After Counseling 22 144 54 90 TABLE'VIIz6 A STUDY OF CHANGE IN PERCEETAGE OF AGREEMENT ON EACH QUESTION OF THE IENTAL HEALTH ANALYSIS Total Significant Improved 116 7 Decreased 59 0 Same 25 91 TABLE VII :7 A STUDY OF THE PHOENTAGE OF AGREEIENT ON EACH QUESTION OF THE SEA .0 to .49 .50 to .84 .85_to 100 Before Counseling 105 65 0 After Counseling '73 89 6 92 After counseling, 95 of the 168 questions had fifty per cent or better agreement and six had better than eighty-five per cent agreement. A study of the amount of improvement shows 111 quest- ions on which there was some improvement, and ten of these are significant improvements. Thirty-three questions de- creased and one of these was a significant decrease, as shown in Table VII:8. The following question on the IRA was found to show significant improvement in parent-child agreement from pre- counseling to post-counseling: Question No. 29. "Do you have some good friends of your own age?” This was significant at the one per cent level. The other question significant at the one per cent level was Question No. 147, ”Do you seem to catch.cold easily?” However, the meaningfulness of these Questions in terms of being diagnostic of improvement in therapy is very questionable. Changes in percentage of agreement on the following questions were found to be at the five per cent level of significance: Question No. 48. Do you believe that you should treat people the way you would like to be treated? Question No. 53. Is someone at home usually nice to , you when you are in trouble? Question No. 65. Do most of the other pupils seem to think they are better looking than you? Question No. 111. Do you like to do things rather than read or think about them? Question No. 120. Have you often felt that your ears are not nice looking? 93 TABLE VII:8 A STUDY OF CHANGE IN PERCENTAGE OF AGREEMENT ON EACH QUESTION OF‘THE SRA Total Significant Improved 111 10 Decreased as 1 Same 24 94 As a group these questions do not appear to be par- ticularly significant for the purpose of diagnosing change due to counseling. The question inquiring whether the children believe they should treat people in the way they would like to be treated is really in the spirit of social interest fostered by the Centers, and greater empathy in this area might be expected. The questions that were determined to be statistically significant on the BRA do not especially reveal patterns which one would expect as a result of Adlerian Child Guidance coun- ' seling. However, it is noteworthy that the mothers were able to generally mark at a high level of agreement with their child both before and after counseling. Eight questions on the BRA were found that met the test of significance. The significant questions were: No. 29. I am afraid to raise my hand and talk in class. No. 37. Sometimes I wish I could quit school now. No. 40. I wish I had a nicer home. No. 50. I wish my parents were more interested in my problems. No. 78. I am bothered by pains in my chest. No. 79. I am bothered by stomach-aches. No. 86. I hits my finger-nails. No. 127. I wish I knew more about girls. The ability of the mother to diagnose more accurately how the child will feel about these particular questions does not appear to be too significant from a clinical standpoint. However, it is noteworthy that on questions referring to 95 classroom fears, quitting school, niceness of the home, or the parents' interest in their problems, that the mother was able to perceive quite well how the child felt. In line with the Adlerian theory of child behavior and parental counseling, it seems natural that the parents would increase in their ability to empathize with their childrens' feelings in these specific areas. CHAPTER VIII THE CHILDREN'S COMPOSITE PROFILES ON THE TESTS BEFORE AND AFTER COUNSELING In this chapter a composite summary of the test data of the entire group of children before and after counseling is presented. In order to arrive at composite profiles the raw scores were taken on every child by areas, and then the means of these scores were used for graphing the percentiles. These findings are presented in Figures VIII:1 and VIII:2. These profiles are included primarily as a help in describing the sample, not to validate the counseling. A change in mental health in terms of the Mental Health Analysis involves activities which increase assets and elimin- ate liabilities. . The slight change in general mental health scores, increased freedom from liabilities, and lessened intensity of problems, as measured by these tests, appears to be a function of the unreliability of the tests. It is noted that none of the gains seem to be significant. The most meaningful aspect of the Mental Health Analy- sis is the total score. The lower this total score and per- centile rank, the greater the indication of poor mental health. Before counseling, the children were at the fortieth percen- tile, and after counseling they were at the fiftieth FIGURE VIII:1 MHA COMPOSITE PROFILE 97 FIGURE VIII:2 98 SRA JUNIOR INVENTORY FORM S COMPOSITE PROFILE 99 percentile in terms of total score. Thus, the children as a group did not score high in mental health as measured by this test either before or after counseling. The first of the sub-scores is the Mental Health Lia- bilities.- The pro-counseling score records at the fortieth percentile and the post-counseling score at the sixtieth percentile. This lessening in the total degree of Mental Health Liabilities as measured by the Mental Health Analysis does not appear to be statistically significant. The Mental Health Assets score was the same before and after, the fortieth percentile. This group showed greater change in regard to Mental Health Liabilities than Mental Health Assets. An analysis of the ten Mental Health categories re- veals some change in every area but that titled Outlook and Goals. However, even the largest gain is only in the range from the fortieth to the sixtieth percentile, and this would not appear to be significant. The most definite measured change is found in the area of Mental Health Liabilities. Within this area three cats- gories showed changes of twenty percentile points; they were Emotional Instability, Effects of Physical Defects, and Nervous Manifestations; however, again these differences are not thought to be significant. 0n the Mental Health Analysis, the emotionally 100 unstable individual is defined as the one who is character- istically sensitive and given to excessive self-concern. He is quick to make excuses for failure, to take advantage of others, and to substitute fantasy world success for the realities of life. The manual for the Mental Health Analysis suggests that this be treated by: providing opportunities for the individual to talk about his difficulties, by encouraging close personal relationships between the individual and others who are well adjusted, by adopting a permissive attitude in dealing with the individual, and by assigning him tasks in school and elsewhere in which he can succeed. This is the type of treatment extended and supported by the Community Child Guidance Centers and their Adlerian philoso- lphy of parental education. The test category Effects of Physical Defects refers to the individual who, possessing physical defects, is likely to respond with feelings of inferiority. Insofar as it was possible to establish, few of the children in this study suffered from organic physical defects. The case notes and findings from the interview with the social worker do not mention physical defects. However, a study of the case notes reveals that many of the counseled children were shown too much attention, were relieved of too many responsibilities, felt defeated, inadequate, unable to compete on equal terms, 101 unrecognized, and generally insecure. Thus, the children had many of the psychological characteristics of the child with physical defects. In cases of physical defects, or where the psycho- logical characteristics of physical defects are present, Adlerian psychology would stress counseling the child to understand his own behavior and become more mature. Parental counseling would point out many of the psychological defects of the child and assist the parents in treating this problem. The child who suffers from Nervous manifestations, as defined by the MHA, manifests one or more of a variety of what appears to be physical disorders. These manifestations are frequently merely outward expressions of emotional con- flicts, and are closely related to emotional instability. These symptoms may be frequently caused by parental domina- tion, repression of the desire for recognition because it is denied, lack of success, and inability to make and main- tain successful social contacts. The test manual suggests that opportunities be provided for the child to talk freely about his conflicts. Re-education of the mother in accepting the child emotionally is particularly important. Finally, insofar as the child's maturity permits, it is suggested that adults assist him in gaining insight into the reasons for his symptoms. One can see where Adlerian counseling could be successful in this particular area, even though 102 there is no evidence for this from this study. The SRA is a needs and problem checklist. In taking the inventory, the child checks each statement as a big problem, a middle sized problem, a little problem, or no problem for him. Results, therefore, can indicate both the kinds of problems the child has and how important he feels the problems to be. It is interesting to note that this inventory, which attempts to measure intensity of the problem, did not indicate that as a group the children had highly intense problems. On the SBA, to be above the eightieth percentile in any of the five areas is an indication of expressed high intensity of needs. However, it is interesting to note that in four areas these children were at the seventieth percentile, which is immediately below the high area, and in the fifth area they were at the sixtieth percentile. Thus, there was indication that as a group they were ready and able to ex- press a fairly high intensity of needs. In the sub-sections titled About Me and my School and About Me and my Home, the children were at the seventieth percentile before counseling, and changed to the sixtieth -percentile after five months at the time of the re-testing. About Myself is a category that concentrates on the child's self-concept. This, the test authors feel, is the area most closely related to personal adjustment and happiness. 103 Items reveal fears, worries, feelings of inadequacy, and the child's attitude toward his own social behavior. The manual even mentions that this in particular is the area to which counselors should give close attention. Here an improvement from the seventieth to the fiftieth percentile is noted. Social Adequacy, relationships with peers and adults, and satisfaction with social life fall into the Getting Along with Other People category. The need for skills in inter- personal relations is often revealed in this category. Here, change from the seventieth to the fiftieth percentile is revealed but this is not thought to be a significant change. Retest results then show a slight change by the composite group in regard to their problems as revealed by these tests. Differences in the composite profile scores were not tested for significance. The nature of the tests and the purpose of the study did not make a test of significance feasible. The number of cases in this study was small and hence studies of composite profiles are not too meaningful. While there are apparent changes in the percentiles, the data of this study do not prove or show improvement in the mental health of the composite group. The chance variatiens demonstrated cannot be taken as evidence of improvement for the composite profiles. This study did not attempt to directly measure 104 adjustment, because adequate paper and pencil tests were not available.for such a task. Instead, the study sought to get at adjustment through the empathy scores. CHAPTER IX THE PARNTS' PERCEPTION OF THE COUNSELING PROCBS To understand how the mothers perceived the process of child guidance counseling, questionnaires were submitted to the mothers at the time of the second testing of child and mother and again one year after the second testing had occur-. red. Table IX:l shows results of the first questionnaire and Table IX:2 shows the results of the second questionnaire. 0n the first questionnaire parents were asked: "How did the services of the Community Child Guidance Centers affect your child's behavior in relation to the specific reasons for your attendance at the Center?” They were asked to check one of the four following categories: a) Improved behavior; symptoms or presenting dis- abilities, original cause for attendance removed. b) Slightly improved behavior, partial removal of original problem; perhaps presence of new problem. c) Same, original problem still present. d) Problem.worse. A tally summarized on Table IX:1 shows: three parents felt the services affected improved behavior, twelve felt it slightly improved behavior, two felt the same problem was present, and one parent felt the problem was worse. Thus, fifteen of eighteen mothers felt the child's behavior had improved. Twelve indicated this improvement to be slight or partial. 106 TABLE IX:1 SUMMARY OF FIRST QUESTIONNAIRE€SUBMITTED AT TIME OF SECOND TESTING 1. What was the reason you brought your child to the Community 3. Child Guidance Centers--the specific type of behavior that caused referral? a School referral, suggested by teacher b Emotional problems: tantrums, rebellious attitude, antagonistic c) The child was involved in a power contest, demanded attention, was generally disobedient How did the services of the Community Child Guidance Centers affect your child's behavior in relationship to the specific behavior, or reasons for your attendance at the Center: a) Improved behavior; symptoms or presenting disabilities, original cause for attendance removed. b) Slightly improved behavior, partial removal of origin- al problem; perhaps presence of new problem. 0) Same, original problem still present. d) Problem worse. Tally shows: (a) 3, (b) 12, (c) 2, and (d) 1 If you feel the child's behavior did not improve, what do you believe are the reasons that caused the lack of improvement? a) Change in family constellation b) Slow educative process; child won't listen 0) Mother failed to follow advice given; didn't compre- hend the suggestions 4. Do you feel that discussing your problem in a group situa- tion instead of privately with a psychiatrist: a) has.made it easier to solve your problem. b) has been more difficult without privacy. c) has made no difference. Tally shows: (a) 9, (b) 5, and (c) 4. 5. Do you feel you would recommend the Community Child Guidance Centers to other parents as being helpful in dealing with family relationships and child management? 'YES - NO Tally shows: Yea - 17, N0 - 1 107 6. What suggestions could you give for improving the services of the Community Child Guidance Centers? a) More privacy b) More Centers; too long a waiting period c) Have services of the Centers more accepted in the community d) The advice from the audience is sometimes confusing; audience prying and far afield 9) Private counseling for the child when the case is difficult f) Counselor should be available for telephone calls g) More reading.material available on mental health and behavior. 108 'TABLE IX:2 SUMMARY OF SECOND QUESTIONNAIRE SUBMITTED ONE YEAR AFTER SECOND rm'rmc 1. How did you learn of the Community Child Guidance Centers? a) School 5 ' b) Teacher 2 0 Friend 4 d ‘Relative l e) Doctor 2 2. How did you feel at first about going to the Community Child Guidance Centers? a) Interested; enthusiastic; happy to learn of the services; hopeful b) Looking for assistance c) Confused; didn't know what to expect 3. What was the main reason you brought your child to the Community ChiId Guidance Centers? a) To help the child to be happier b) To find the cause of the misbehavior c) Emotional problems that needed correction l. Tantrums Overweight Defiance Belligerenoy Lying Sneaky 4. How do you believe the services of the Community Child Guidance Centers affected your child's behavior in relation- ship to the specific behavior, or reasons for attendance at the Center? a) Improved behavior; symptoms or presenting disabilities, original cause for attendance removed. b) Slightly improved behavior, partial removal of origi— nal problem, perhaps presence of nerproblems. c) Same, original problem still present. d) Problem.worse. Tally shows: (a) 5, (b) 5, (c) 3, and (d) l 5. 7. 8. 109 Do you feel that discussing your problem in a group situa- tion instead of privately with a psychiatrist: a) has made it easier to solve your problem. b) has been more difficult without privacy. 0) has made no difference. Tally shows: (a) 6, (b) 5, and (c) 5 If you feel the child's behavior improved, how did the Community Child Guidance Centers help accomplish the improvement? a) By suggesting ”I remove myself" b) Through the development of increased perception; increased understanding by stressing that a mother's reaction to a situation influences a child's behavior, and by showing correct attitudes. 0) They taught me how to act with children. If you feel the child's behavior did not improve, what do you believe are the reasons that caused the lack of improve- ment? a) Lack of privacy during consultation b) The school is still a problem as the teacher did not attend the clinic long enough What did you do differently with the child after going to the Community Child Guidance Centers? Can you give a specific incident where you did something different? Sang at top of lungs; suggested to child she was ill; laughed instead of complained; gave clock for waking; didn't let child see behavior in school upset her; ignored rebelling at bedtime; put child in private school; tightened discipline; removed myself from tan— trums; made boy do for himself; gave a free hand; stopped babying boy; tried more patience; tried to show.more affection; to praise; ignored bad behavior; used natural consequences. Do you feel you would recommend the Community Child Guidance Centers to other parents as being helpful in dealing with family relationships and child management? 'YES - N0 Tally shows: Yes - 14, No - O 110 10. What suggestions could you give for improving the services of the Community Child Guidance Centers? a) More privacy, especially for difficult problems b) Insufficient time for cases 0) Teaching parents the fundamentals of Adlerian psychology d) The parents should receive specific instructions at the end of counseling sessions a) The counselor is too vague in his recommendations f) Children were too self-conscious g) Need for more Centers h) Get the father more interested 1) Here emphasis on testing and diagnosis 111 This finding may indicate a realistic view of the process by the mother, for if the results had indicated a complete re- moval of the original.problem, one would probably be suspicious of a halo effect or'desire to please the research director. However, this finding may just as well indicate that the twelve mothers all detected "presence of a new problem? worse than the last one. In three cases where it was indicated that the parent felt that the child's behavior did not improve, reasons for this lack of improvement were requested. The mothers felt that either the child was ”too stubborn," needed a ”good spanking to show who is boss," or they felt that they as mothers had failed to consistently follow the advice of the counselor. In the cases of failure, then, there is some indication of a lack of acceptance of the philOSOphy of the Centers. In some cases they felt their failure was due to an incomplete understanding of how to deal with the child's behavior. Also, some recognized that the child was slow to learn and change, or that the child was stubborn and would not listen. Obviously, the Centers' techniques were not successful in every case at least as seen by the mothers. The group approach of the Centers is a much debated concept by many psychiatrists. Frequently there is the feel- ing eXpressed by these professional counselors that Adler's public type counseling is ineffective. The mothers were 112 asked how they felt about public counseling as Opposed to private consultation. They were asked to complete the following question: ”Do you feel that discussing your problem in a group situation instead of privately with a psychiatrist: f a) has made it easier to solve your problem. b) has been more difficult without privacy. c) has made no difference.” A tally shows: (a) 9, (b) 5, and (c) 4. Results show nine mothers felt the group made it easier to solve their problems. Four mothers felt it made no difference to them. Five.mothers, however, definitely felt that it was more difficult without privacy. Thus, half of the mothers felt this aspect of the Adlerian approach was of value. There is some indication, then, that not all mothers feel that the group approach is the most effective. In general, some mothers were embarrass- ed when discussing certain matters publicly. Perhaps the Opportunity for some personal or private counseling should be provided when there is indication that it is desired and necessary. ' At the end of a five month contact with the Centers, the mothers were asked if they would recommend the Community Child Guidance Centers to other parents. Seventeen of the eighteen mothers felt the Community Child Guidance Centers ‘were worthy of their recommendation. 115 When asked, at this time, what suggestions they could give for improving the services of the Community Child Guid- ance Centers, a variety of responses were received. The results generally indicated a desire for more personal contact with the counselor by both parent and the child and less advice from the group in attendance at the Centers. A general desire for more Centers so that they might be located more conveniently was also noted. Some sessions for the child alone with the counselor, and the availability of a counselor for occasional personal or telephone counseling when specific problems arise, were mentioned. Again, privacy was mentioned by a few people; indicating that for some, this was a definite problem in relation to their success in the counseling ex- perience. The second survey of these eighteen mother's feelings about the Community Child Guidance Centers was taken one year after the close of counseling and the results are shown in Table IX:2. At this time fourteen mothers responded. This questionnaire was more extensive. When asked how the parents learned of the Community Child Guidance Centers, responses indicated that the school or friends of the parents were the chief sources of referral. How parents first feel about going to a child guidance clinic for assistance is a question of much speculation. These parents indicated that in general they had positive 114 feelings being enthusiastic, hopeful, interested, and ready to accept suggestions. One, for example, indicated she "didn't mind at all." Of course, there were some parents who felt anxious about the impending experience. As stated by the parents, the main reason for attend- ance at the Community Child Guidance Centers was to resolve problems involving school, although some mothers were also aware of the child's general adjustment problems and person- ality difficulties. In a general appraisal of how the services of the Community Child Guidance Centers affected the child, ten of the fourteen mothers responding to the questionnaire indicated that they could observe improvement. In this survey, parents were asked again how discussing their problem in a public group situation instead of privately affected the solution of their problem, and there was still definite indication that five of the parents felt this method made problem solving more difficult. The mothers felt certain specific factors helped accomplish the improvement in the child's behavior. Among suggestions Specifically mentioned were ignoring misbehavior, giving a free hand and lots of affection, praise, and the use of natural consequences. The mothers in general felt the Centers were very educational and helped develop their understanding. They felt 115 that when the child did not improve, it was primarily due to their lack of regular attendance or their failure to follow the recommendations. The mothers were still willing to recommend the Community Child Guidance Centers to other parents for help in dealing with family relationships and child management. Some helpful suggestions for improving the services of the Community Child Guidance Centers were made. These included making some provisions for privacy as has been previously mentioned. Some mothers seem to feel too self- conscious in the presence of an audience and would appreciate some privacy. Naturally, the need for.more Centers and the need for some more convenient times than the afternoon were mentioned. Finally, the need for some type of psychological testing was mentioned. Some parents felt there was a need for more information on the child before ecunseling. CHAPTER I INDIVIDUAL CASE STUDIES IN ADLERIAN CHILD GUIDANCE The work of the Community Child Guidance Centers can perhaps be best pictured by a presentation of some of the individual case studies from.this group of’twenty-six mothers and children in the study. This chapter has the following objectives: 1. To permit a closer acquaintance with.the actual workings of the Centers by the presentation of individual case studies. 2. To illustrate in the cases the principles of Adlerian psychotherapy and parent education. 3. To demonstrate the methods Dr. Rudolf Dreikurs deve10p- ed in Chicago and its environs. 4. To present through the cases an application of the theory and generalizations of Adlerian psychology to individual case studies. Each case study is organized in the same manner. The first page presents face sheet material which was gathered by the social worker at the time of the original interview. 1 A summary of the conferences at the Centers follows the face sheet. The interview with the family and the specific recommend- . ations are next included. Following the interview, a graphic illustration of the test results is presented. Here by profile 117 analysis one is able to study the changes in the child and the empathy that occurred. Finally, the mother's perception of the total process is summarized. The cases presented were selected to illustrate both the variety of problems that confront the Centers and to demonstrate the varied approaches used by the counselors. lost of the fundamental principles of the case analysis technique of Dr. Rudolf Dreikurs are included in these case studies. . Three families have been selected to illustrate Adlerian child guidance counseling. Through reading the face sheet which comes from.infor- .mation taken by the social worker in the original interview, one can get a picture of the type of information available to the psychiatrists when they first see the family. The actual notes from the interviews are recorded. .Here one can get a better picture of the actual interview during counsel- ing. Public counseling with the mother and with the children is presented for analysis by the reader. Some of the cases selected present only one interview while others were coun- seled three times inqa five month period. The recommendations made by the various psychiatrists are a noteworthy feature for analysis. From.an inspection of the recommendations, one can perceive almost immediately the style of Adlerian counseling as promulgated by Dr. Rudolf Dreikurs. The play 118 .room.reports give a picture of the child away from.the family and under observation. The profile analysis of scores on the MHA and the SBA graphically portray in each case how the child changed as measured by these tests, and also how the mother's empathy with the child changed. Finally, study of the mother's perception data gives a look at how the mothers individually felt about the Community Child Guidance Centers. A close study of these cases gives the reader a better picture of the total process of Adlerian psychotherapy. Face Sheet (‘ .. 119 Name Kh Father: Age 35 Educ._,_r,_ Occup. Mod 1 Iak rs Healtfi_______ ncome Range EEOC Mother: Age 3 Educ. Hgs, Occup. Homemaker Heal Good Income Range Nong Housing: Own home in the suburbs I Siblings: Name 559 Educatiog Hgalth R (adapted) 7: 2nd Gr. Imanuel Fine J 2 Fine Referred by: Dr. S, Psychiatrist Summary of Problems from Interview: R has a mind of his own and does not want to obey. For example, mother'and R will agree on something, but usually B does not stick to it. In school his attention span is short, and he is not interested in his work. He was transferred from a public school to a Lutheran school, and he is doing a little better. He fights with his playmates and wants to boss them. He wants to be first at everything. R is quite destructive with his toys; when he is angry he will gash at furniture with a scissors, kick the walls, etc. He does things for his sister. Mother used to spank him, but rarely does it anymore. She wanted him to be perfect, and feels she has.made many mistakes because«of it. R was adopted through the Illinois Children's Home and Aid Societwahen ten months old. Parents have told him that they ' icked" him.aut and he has never questioned it. At the age of 5 years he was taken to Dr. S for therapy. He want only four or five times, and would never stay alone; mother always had to be with him, The parents stopped going to Dr. S for financial reasons and because R resisted and hence there was no improvement. The mother goes to the ,Arlington Heights study group and is learning a lot about child training. Ilain Problem: (1) R is disobedient and wants his own way, (2) 2.13 bossy and fights with other children, and (3) R is madopted child who is not sure of his place. Sleep - Sound Sex - Normal Food - Fairly‘well Habits - Bites nails, chews clothes Toilet - 0.x. Fears-luany: elevators, water Dressing - O.K. friends — No good friends Sex - Normal Interests - Bicycle, wild games, hammer’and na ls, television 120 Summary of the Conference with the Parents and the Child December 15, 1956 There is still difficulty at bedtime. R stays up late, often falling asleep on the floor. Sometimes he goes to bed on his own accord. Lately the parents have been sending him to bed instead of ignoring his bedtime (as was suggested at the clinic). The parents realized they had been ”pushing," bargaining, threatening, etc., and had been told to quit telling him.what to do. They tried to stop, but he got worse in many ways, especially in meanness to his sister. Even though R breaks furniture, mother has tried to refrain from saying anything. She used to lock the children's doors (from outside) when they became "too awful,” especially when there was company. When asked what they had done to show they loved him, the parents said they had tried to play with R every night, unless he preferred watching television. He seemed to enjoy playing with them, but was a poor loser. He has been improving, and doesn't seem to mind losing as much now. He used to like helping father make bird houses in the basement, but his sister also likes to join them. Lately, R has volunteered to help mother, but still doesn't like to do things when she asks him. He still doesn't wash, coming to meals dirty. After the counselor had talked to R, parents said he isn't too interested in toys; he breaks them. He expresses few desires, even though they ask him what he wants. 121 3'3 sister had to be put out of the room after being too "whining" and disturbing. ‘When asked how things were going, R at first said that sister fought sometimes, then changed it to "we,” finally saying they didn't fight much. Mother scolds when they fight. Sometimes R helps mother. The counselor asked if he still liked to do as he wants instead cf‘what he is supposed to do; R said "Yes." He didn’t answer when the counselor asked if there was anything he didn't like. He was then asked what time he went to bed and he said 7:30, that he always goes then. The counselor asked about the times he fell asleep on the floor; was he comfortable? R.said he wasn't comfortable. The counselor told him it was his own business to get to bed, and he would tell his parents so. When again discussing quarrels with his sister, R at first said he hits her only when she hits him first, but he changed his story to exactly the opposite. The counselor suggested he does it because it worries mother, and he wants to show her how big he is, and can do as he wants. R nodded. The counsel- or went on to say he does the same thing at school. He really likes his sister and doesn't want to hurt her. When asked what he would like for Christmas, R couldn't think of anything. R and mother have been in a.power contest. As she quits punishing, he finds other tactics such as teasing sister. He would not hurt her once he senses that mother is no longer concerned about it. Children often get worse before they get 122 better. He feels small and inferior that he can't deliver what is expected; so he feels he has to act big, and get even. It is important to help R feel loved and accepted as an equal member of the family, with privileges and obligations. Recommendatigng First, the parents have to relax and get out of the power contest. It was suggested that they remove themselves whenever possible. Don't worry about the furniture, etc. Even if he doesn't behave according to your standards, let it go awhile. As R feels more like an equal, he won't need these other mechanisms, and will be able to conform, Let R choose obligations he would like, as a regular job; then do no pushing or reminding. Don't fall for his demands. Disregard quarrels between children. Parents can't protect children against moods, but they can learn to deal wdth them casually. Show unconcern about his going to bed and sleep. About washing, you can say nicely that it is unpleasant fer others to eat ‘with him.if he is not washed; so if he doesnft want to wash, he can sat alone in another room. Watch your voice and inner feelings of anger. The lock has been used as punishment, which was not what was recommended; it is an emergency measure. There is no need to be discouraged, as it seems some of the jpressure has been lessened. 123 Playroom Report There has been a great change in R. He was a lone-wolf type who never joined the groups. He has gradually been coming out of himself, playing with the more active children. He played with a boy for a while, then R got into a slight scuffle when R accidentally knocked over*some blocks. R's sister stays alone, she doesn't take part, and just watches the others. PROFILE ANALYSIS WTAL HEALTH ANALYSIS RESULTS OF R'S FIRST TESTDTG AS COMPARED WITH R'S SECOND TESTING 124 PROFILE ANALYSIS 125 METAL HEALTH MALYSIS REULTS 0F MRS. KH'S MATHY WITH R AT THE FIRST TESTING PROFILE ANALYSIS 126 MA]. HEALTH ANALYSIS RESULTS OF MRS. KH'S MATHY WITH R AT THE SECOND TESTING 127 Mother' s Perception Data At the time ofthe second testing and the close of counseling, Hrs. Kh felt the child was brought to the Commun- ity Child Guidance Centers because of his destructiveness. She felt the services of the Community Child Guidance Centers had at this time slightly improved the child's behavior to the extent that there was a partial removal of the original problem. Insofar as the group counseling, Mrs. Kh felt it had made it easier to solve her problem. Her only suggestion at this time was that there might be less advice requested and permitted from the audience, as she felt they tended to get off the point and far afield. One year later Mrs. n had changed some of her opinions. She now felt the problem with the child was worse, and that the clinic consultation had been more difficult without privacy. Mrs. Kh felt she would still recommend the Community Child Guidance Centers to other parents in most circumstances, but that they had not been very helpful in her case. Hrs. Kh's suggestions for improving the Center were quite specific and detailed. Later experience with her child and consultation with a doctor brought about complete testing. This testing involved psychological tests, electroencephalogram, and a private interview with a neuro-psychiatrist. R has brain damage and needs special care. Naturally, Mrs. Eh recommends 128 that the Center provide some psychological testing for all children and a physical examination where indicated. | Face Sheet 129 Name Tz Father: Age 33 Educ. 2 yrs college Occup. Salgsgag HealtH fine ncome Range £5800 nether: Age 29 Educ. H S. Occup. Homemaker Healtfi fine ncome Range None Housing: Rent 6 rooms with no other boarders Siblings: 'Name Ag; Educatigg Hgglth T 8 23 good As 63 13 good An 5 Kdg. good Referred by: form.r enroll ther Summary of Problems from Interview: T is emotionally immature according to the school. He is a half grade back and cries easily. T teases and gets into trouble. His schoolwork is not too bad and he is good in spelling, fair in reading, but does not grasp arithmetic. .At home he wants his own way; he cries when frustrated. T fights with his sisters and does not seem to prefer either. T defies his mother and takes food when he is not supposed to. The mother punishes him.by sending him to bed, to his room, and sometimes spanks himuwhen she loses her patience. The mother feels that she has expected too much.of'T when he was young, and that she had her children too quick in succession. The father worked for five years at night, slept in day time; only recently he changed jobs. The father never wants to take the children anywhere, feels closer to the girls. There is apparently marital difficulty. Main Problem: (1) Behavior difficulty in school and competi- tion between siblings, and (2) Lack of affectionate relation— ship between parents--marital difficulty. Sleep - very well Food - eats well Dressing — dresses self Sex - normal curiosity Habits - bites nails Fears - dark, needs night light Friends - a few, younger than himself Interests - likes to ride bicycle, color, and watch television 130 Summary of the Conference with the Parent and Children December 8, 1956 Confgrencg with Nether T was the first grandchild. The trouble started when T was about 3%. He whines, cries, whenever he asks for things even before getting an answer. The T2 family lives above the mother-in-law, who spoils the children and constantly inter- fares. She also complains about noise of the children. IMOther said T didn't react in any way'when As was born. He has temper tantrums throwing himself on the floor when refused things. ”other yells and spanks, although she tries not to. The child- ren will be playing nicely, then T starts trouble and the girls yell for help or tattle constantly. Then Mrs. Tz asks him, ”T, why do you do such things?” or she hits him, T is up first in the morning. He dresses himself although mother picks out his clothes after he wakens her, and she does help him when he is in a hurry. Sometimes she ties his shoes. He is behind a half year in school. All the children "fool around a lot" at the dinner table. The worst half hour of the day is at noon when they argue, kick and make a fuss, but like their food so they eventually eat it. All meals are about the same. The husband is a tease and plays around with them at dinner,. when he is home, which.annoys the mother. T doesn't like to have the Houseketeers on television at home, because the girls like it, although he listens to it elsewhere. nether and I..- v.11. . 131 grandmother disagree about letting T stay up for evening television. He choses to go to bed willingly when the grand- mother isn't there, and is usually the first asleep. When any two children are home alone, they get along, but when all three are together there is trouble. The two girls get along quite well. T hasn't many friends; most are younger. T teases those his age, and they beat him up, but he seems to like the attention. Mother feels closest to him and feels he might be her favorite, while the father prefers An. The parents battle constantly before the children. {Mother says, "He is a good provider, but there is no companionship." She feels she is both mother and father to the children. She feels the father pushes her'down, and she rebels. iHrs. Tz does bossing about the children, while he makes the big decisions. She realizes she talks too much, and interferes in fights. Interview with Children T sat on the bench, while As set with her back to the counselor. An sat on a chair until T said she was scared, than, saying she wasn't, An came over. 'Whan the children were asked how they got along, each said the other started fights. As said An gets tough, then they yell forumother. As told about a difficulty the night before. The counselor asked her if she was a good girl, who never did anything wrong. As said sometimes the girls giggled in.bed. T said An was a trouble- maker, while both girls said T was the troubleemaker. The 132 children began to tattle on each other. .Ae said the other two got the most spankings, while T said he did. When asked whom mother loved most, T said ”All” and then said she would keep him, as he was the first born. When asked about the Houseketeers on television, T said it was kid stuff. The counselor pointed out that it was because he wanted to be the Big Boss, which was the same reason why he didn't have many friends. T even tried to boss mother, to which T agreed. The counselor told him he would be happier*and have.more friends if he weren't that way. When asked, T said he would like to be a policeman, because he likes to drive motorcycles--police go faster. The counselor observed that T wants to be able to do more thanother peOple. Summag: T has a hard time. As, the "good one,” is about the same size and overruns him, so he competes by bossing, as he feels pushed down by both girls, who are allied against himt All the children want mother's attention and service. Children judge bosses by what they see at home, and copy. It looks like Wlother knows best" in.the family, ordering others around, with both parents pushing each other’down. If mother learns the right way to handle children, and to do the right thing, grandmother won't have so much reason to interfere. T has been dethroned twice in three years. 133 Recommendat ions Stop talking, preaching, bribing, and threatening. Remove yourself at lunch time until they leave for school. Stay absolutely out of quarrels, without explaining that you will after the first time. T is not to interfere with the girls' television when he doesn't use his choice. Ignore temper tantrums completely. The children try to get attention at meal time to keep the mother busy; so she should ignore, remove the food or herself if necessary. Don't ask why he "does things" as he doesn't know. T just wants his own way, like his mother. Playroom.Report T played with the blocks with the other’boys. The T2 children started to take some blocks from the younger children, and were restrained. The T2 children objected to the authority. January 19, 1957 Conference with m Mother'has tried to step paying attention to "noise," but when she feels nervous, she yells at T. She has been put- ting him in his room when he had temper tantrums, and he finally gets over them. Now, he has been playing with matches and fire, which worries mother very much. She has given sermons about the danger involved, but he often does it when she isn't around. She now realizes when she is engaged in a power contest. 134 Things seem to be going along OK.at school, as she hasn't been called in, so T must be "getting by” in his work, although she is afraid he will fail; as she has had a hard time getting him to do his homework, which teacher has asked her to help him with. iMother has asked father to give T more attention, but he doesn't. He does what he wants to do, and won't listen about anything--'He knows everything." T is a poor loser, and cries or tries to cheat when.playing games--especially at checkers, which mother plays with him.aometimes, not often, as children seldom.ask her to play. Father pays more attention to the girls. T puts the 25¢ a week he gets from.his uncle in the bank. Interview with Children As and An were quite lively. The counselor asked whether things had changed at home. 'While T said, ”Yes,” As said not, telling a story about watching television--that T puts it on, then An yells about it. T said things had changed a little, but couldn't explain. All the children agreed that they still fight; T said An did the most. .Ae said T was punished the most. When asked, T said he likes school, and has much homework, which he does himself, except that mother reads directions, which he can't do. The counselor asked T about the playing with matches. Ae started to "tell on him.” T said, "Sometimes; I always forget.” He said the time he started a fire in the garbage was when he was little. 135 As interrupted with, "Did mother tell you he lies sometimes?" After the children admitted they somethmes played noisily, the counselor suggested that they play noisily because they know motherflwill come running, and tell you not to. T nodded, showed the recognition reflex; then the counselor asked T if mother'played with hiss-he said "Sometimes." The counselor asked if he would like to play everyday. When T had said "Yes,” and had said he liked to play checkers, the children were dismissed, but Ae stayed to say that when she played checkers with T, he cheats, and went on and on about ways she was ”better." The counselor asked her if aha ever ran to tell mother about T; As said sometimes. The counselor told her that she wants to be the goody goody girl, wanting to show how good she is, and how bad T is--it isn't necessary for her'to do that. (Both girls out-shadowed 'T during the interview, who was seated between them.) Summary The girls are "good" and strong. T is competing with two charming girls, who have allied against him. This he has probably misinterpreted, thinking they were loved more. There- fore, he started to try to prove himself stronger than his mother, and demand the wrong kind of attention. This had led to a power contest, which only mother can change. T will keep .finding other devices to overpower her, to prove he is good enough. Helping a child with his school work discourages him, 136 as it implies that he cannot do it alone. It also makes him expect service and be more dependent. T is doing the same thing in his school work as in everything else-ohe does as he pleases. Recommendations Remove yourself. Trying not to listen to the children's demands is not enough. Help T to feel he is loved as much, is as good as, and belongs as much as anyone else in the family. This involves explaining to father that T feels left out, and is in need of special treatment. Try to single T out to do things with him, playing with him.alone, every day, if possible. Try to get father to do things with T alone. Mother should also play with T. When T doesn't play games correctly, the parents can stop the game in a friendly manner, saying he evidently doesn't feel like playing. Ignore the matches and danger of fire. T most likely knows the dangers, and will be careful when he realizes that mother is not overly concerned. Stop the Do's and Dan'ts. Don't ask about school. If T vol- unteers information, OK. Failing is unimportant compared to his psychological develOpment. Playroom Repgrt The girls drew pictures, both making tents. T went to a different desk to draw, but also made a tent. He talked to the worker about how beautiful the tent was that An had made r ! 157 and threw it away. An tried to get attention by standing in the waste basket. ‘1‘ then wanted to do the same. As played with a smaller girl. March 2, 1957 Present Situation . Mother interviewed and previously counseled on December 8, 1956, and January 19, 1957. Father’is unwilling to come to the Community Child Guidance Centers. Mrs. Tz has been able to refrain from hitting and ”hollering,” but had difficulty in refraining from preaching. T had previously been in a power contest with mother. Recently T seems to be helpful, wanting to help mother with housework. 1. Mother thinks T has improved--less crying, less temper tantrums; this could be because mother offers him more attention and ignores his bids for attention. 2. There is less disturbance at meal time, and mother is better at controlling herself; but she still is not 100% on self-control. 3. Mother doesn't interfere in the children's television arguments anymore. T still tries to keep the girls from watching their favorite program, but in a teasing way. Nether leaves them alone. 4. T has stOpped playing with matches. 138 New Developments Father is still cum of the home much of’the time. When he is at home, he does divide his time equally among the children, playing with them. 1. T is getting good grades in arithmetic now;.mother is not sure as to what brought about this improvement. She has stopped helping him, showing concern, and asking questions about his schoolwork. 2. T fights with An. 3. An has temper tantrums. Nether sends her out of the room; An gets over them promptly. Interview with Children '1' led, followed by As and An. A11 the children shook hands readily with the counselor. T and An sat down first; and Ae had to make some effort to find a place to sit. All children admitted they used to fight at meal time, but meals are more peaceful now. An said "they" want to see "their” television.programs before she can see ”hers.” The counselor asked T about what goes on when girls want to see Mickey Mouse; ”Could it be that you want to boss your sister?'--recognition reflex. In general, the children seem.to be more in agreement; more harmony prevails. 0n the way out, An and Ae hurried, T lagged behind a little. Small More harmony and agreement, evidently due to mother's releasingsome of her former pressures. Re commendat ions Start Family Council. The counselor explained to the mother what is involved in conducting a Family Council. 140 PROFILE ANALYSIS MENTAL HEALTH ANALYSIS RESULTS OF T'S FIRST TESTING AS COMPARED WITH T'S SECOND TESTING mom}: ANALYSIS . MENTAL HEALTH ANALYSIS RESULTS or MRS. TZ'S MATHY WITH T AT THE FIRST TESTING 141 PROFILE ANALYSIS 142 MENTAL HEALTH ANALYSIS RESULTS OF MRS. TZ'S MATHY WITH '1‘ AT THE SECOND TETING 143 Nether's Perception Data Mrs. Tz learned about the Child Guidance Center from another person who was quite enthusiastic about wanting to go there. iMrs. Tz said the main reason for wanting to go to the Centers was because T was too Old for temper tantrums and carried them too far. She felt that since counseling.at the Child Guidance Centers T has shown increasingly improved be- havior. It is quite interesting that she commented, "It was all in the way I acted that the children would act." If she lost her temper and hollered or hit T, things would be as they 'were before the Community Child Guidance Centers; but if she followed the advice they had given her at the Centers, things were wonderful. Has. Tz also felt that she benefited by'being a part of the group discussion because "As you see other's problems you aren't quite so worried about yours as the worse." In other words, by comparing problems there is a unity in that you aren't the only one with such an.unusually difficult situation. The Community Child Guidance Centers recommended three .main ideas: (1) single T out for'special attention, (2) ignore his temper tantrums, and (3) don't holler or hit. Mrs. Tz's enthusiasm.was quite pronounced and she said she had openly recommended the Centers to many who had com- plained or talked to her of Tohildren problems.” She saw no need for improvement of the Centers. Face Sheet 144 Name G5 Father: Age 40 Educ. Dental College Occup. Dentist Healtfi ulcers ncome ange §§,000 mother: Age 37 Educ. H S Occup. husband's office art time Health a r (allergies and ba§ backs Housing: Own home Siblings: ‘Eggg, Agg_ Education Health L (adopted) 9 43 good .Referred by: enrolled mother Summary of Problems from.Interview: L is a high strung, sensitive child who was adOpted when he was 5 days old. The.main problem.is at school; he does not do good work. Recently he has been writing threaten- ing notes that are unsigned, threatening to kill the children if they don't mind him. The notes came back through the parents and teachers. ’L doesn't knowWWhy he wrote the notes. IHe broke a radio antenna deliberately on a friend's car and left a note signed "the lone wolf." ‘When questioned about the incident, he denied doing it. 7L goes to Hebrew school four times a week for one hour. He sleeps poorly and doesn't ,mingle‘with other children too well. L is very careless with .money. ‘L's parents insist that he will pay for the broken antenna with his own record money, and they will follow through on this point. IMain Problem: (1) An only child who is not doing too well in school and wants too much attention, and (2) Over-ambitious parents who have spoiled himt Sleep - poor Food - poor Toilet - 0.K. Dressing - dresses self Sex - normal - Habits - curling hair, tape on table Fears - dark room, camp, school Friends - few, one close one Interests - music, comic books, television 145 Summary of the Conference with the Parents and the Child December 20, 1956 Conference with Parents . Mother said L daydreamed in school and didn't do well. Two months ago she was called to school and was told L wrote threatening notes anonymously to pupils in school. Since coming to the Center mother feels L has greatly improved. The parents have been helping him with his home work and he has gone up in five subjects. L's behavior was thought to be due to bad comics and bad radio and television programs. The mother was alarmed when L wrote,the notes because L is a peace loving child. L has some nervous traits and he curls his hair. He is an adopted child and an extremely sensitive child. He ‘went to camp last summer and liked it except for sports. L is undersized and doesn't participate with a group. He broke a friend's antenna on his car radio and left a note signed "the lone wolf." He doesn't have.many friends. He goes to Hebrew school and does quite well there. His father is a professional man and doesn't have much time for L. His father is a very sober.man and seldom smiles. L feels his father is mad at him all the time. Interview with the Child L sat down, quite at ease. He said he was unhappy because his father didn't like him. L admitted he likes to 146 have his mother feel sorry for himt He wants sympathy from .his.mother for school too. L thinks he is dumb. He wants to be an F.B.I. agent, but he doesn't know why. L liked camp, but was afraid to ride a bike. L said his mother liked him best and wasn't sure about his father. L gets angry at his teacher. Summary The parents are over-anxious because L is an adopted child. Since coming to the Center, the mother is more aware of her mistakes. L's sensitiveness comes from.his insecurity. The counselor explained L wrote notes to get attention because he couldn't get positive attention at home or in the classroom because he was the shortest one. Recommendations L wanted to be superman, so got his superiority by writing notes. The counselor pointed out when L complains about his father that is also another way of getting attention. She also pointed out that the mother is a little afraid when L is over-sensitive. The counselor pointed out unless L does his own homework, mother hasn't accomplished too much. Mother feels she has to help L with his homework until he gets out of his present room. The counselor explained that mother is still being over-protective of L. The counselor pointed out L is a troubled child and wants to be an F.B.I. agent to find out 147 about his real parents. The counselor recommended the mother should discuss L's relationship with father in the Mother's Therapy Group. The counselor suggested mother give L positive attention by accepting him, playing with him, and having a good time with himt The counselor recommended the mother get in touch with Mrs. M about voice lessons. January 17, 1957 Conference with Parents Mother said she had already changed her methods before her first counseling session because of what she had learned by Just sitting in and she did not feel that a second meeting was necessary so soon. “In. Gg says she now ignores L's tan- trums and he has reacted by catering to mother now; Mother says L is more considerate now. He gave up his dog easily; mother thinks.maybe he did this to please her as she hated the dog. Mother has noticed that less pressure from the parents has made L happier and more assertive in the last year or two. L likes to play alone and mother reapects his rights. L doesn't go out of his way for a friend. He gets up with his own alarm. L has asked about his true parents and mother discusses them with him, L.showed enthusiasm for the first time when given a gift, an electric train. nether feels L's big problem is that he is unhappy with his teachers. Mother says he is weak in learning, especially in arithmetic. She feels she helps too much at home with his school work. 148 IntervieW‘with Child L was not present. Summagy The counselor advised the mother that counseling sess- ions are not necessary, only when there are problems; but that the encouragement received when things go well make counseling sessions worthwhile. The counselor explained that L is prob- ably unhappy with teachers because he would like to run them and cannot. The counselor eXplained that L is probably poor in arithmetic because he hasn't learned to be independent and ‘work out his own prOblems. The counselor eXplained that any time parental anxiety motivates the parent to help the child ‘with his work, such help is undesirable, no matter how subtle the help may be. Recommendations The counselor Specifically recommended that mother not help L with homework, but leave him.alone. April 4 , 1957 Conference with Parents Mother said school is still the main problem with L. All his grades were "F” except for two ”G's." Mother is con- cerned because she feels L is capable of doing so much better. The parents have not helped L with homework since last December. The teacher hasn't bothered the parents. Threatening notes 149 have stopped, except in school. L still writes notes, but not threatening ones. L has stOpped sniffling, curling his hair, and doesn't bother his parents to come and sleep with him at night. He now travels all over the city by himself. L likes .music very much, but doesn't stick to any one instrument. L took piano lessons for a few months, did well, then became ill and lost interest. He then took six lessons on the accord- .ian, lost interest, is now taking violin lessons, but doesn't practice. His mother never tells him to practice, but just asks him at the end of the week before his next lesson what he has learned. L is going to camp again this summer. IntervieW'with Child When asked, L admitted he was happier and agreed that ,mother lets him alone. When asked, L answered he tries to do better in school and still tries to get mother and father to help him with his homework. The counselor explained to L that although his parents loved him, they couldn't-help him with his homework. L said he knew they couldn't help himt When asked, L answered that mother tells him to practice. The counselor suggested L tell mother if she doesn't tell him to practice he will practice. Summagz The counselor pointed out that as long as the parents have the fear that L isn't doing well, L will feel it. The ‘ rtfl'fllfr‘ 'f 7!; 1:???" WW.“ "9 150 counselor pointed out that when mother loses her complex about school, L will do well in school. The counselor pointed out that the mother did well and doesn't have to worry. Mother's Perception Data When she first came to the Center, Hrs. Gg was anxious and hopeful. She came because her son L was doing very poor work in school. She was able to recognize that there was a definite power contest between L and herself. ‘Mrs. Gg origin- ally felt there was slightly improved behavior and the partial removal of the original problem. However, one year later on a follow-up questionnaire she felt that the same original problem was now present. When asked the reasons that caused the lackof improvement in L's behavior, she said, ”I wish I knew." However, even though the Center does not seem.to have helped her with her problem, she would still recommend the Centers to other parents as being helpful in dealing with family relationships and child management. PROFILE ANALYSIS METAL HEALTH ANALYSIS RESULTS OF L'S FIRST TESTING AS COMPARED WITH L'S SECOND TESTING 151 PROFILE ANALYSIS METAL HEALTH ANALYSIS RESULTS OF MRS. GG'S MATHY WITH L AT THE FIRST TESTING 152 PROFILE ANALYSIS 153 MENTAL HEALTH ANALYSIS RESULTS OF MRS. GG'S EMPATHY WITH L AT THE SECOND TESTING CHAPTER x1 sumax, CONCLUSIONS, AND RECOMMENDATIONS The Problem, Methodology,¥and Sample This study was designed to investigate the Adlerian approach to child guidance as organized in the Community Child Guidance Centers of Chicago. The history of Adlerian Child Guidance Counseling in America, and the fundamental principles of this type of counseling have been set forth. Group and individual studies of the children in the research group have been presented. A picture of how parents perceive the total process of counseling is presented. Changes in the mothers' diagnostic skill was investi- gated by the method of percentage of agreement and rank order correlation. The rank order correlations were used to cal- culate changes in the mothers' ability to rank the prOblem areas with regard to the importance of the problems to their children. The percentage of agreement was found by checking the mother and child individually on each question to deter- mine the amount of agreement or disagreement before and after counseling. 0n the SEA and NBA the differences between pro-counsel- ing and post-counseling scores were tested for significance 155 to determine if any questions were particularly significant as a measure of change after counseling. The sample for the research study consisted of all the children between the ages of seven and twelve, twenty-six, and their mothers, eighteen, who were enrolled in the Commun- ity Child Guidance Centers of Chicago for counseling as of November, 1956. There were thirteen boys and thirteen girls enrolled in the study. Findings 1. 2. 3. 4. 5. 6. 7. Tests of significance when applied to the data on change in diagnostic skills show that the change from pre to post-counseling is not significant. - The mothers were found to be more consistent than their children in the way in which they marked the problem inventories. It was not possible to determine questions from these inventories that would be significant to use as a before counseling and after counseling measure of change and adjustment. The composite profiles generally show that change by the group of children is in the direction of better mental health, though this was not tested for significance, and appears to be a chance vari- ation stemming from the unreliability of the instruments used. Fifteen of the eighteen mothers felt the child's behavior had improved as a result of the services of the Community Child Guidance Centers of Chicago. Nine of the eighteen mothers felt the Adlerian group approach had made it easier to solve their problems. Seventeen of the eighteen mothers felt they would recommend the Centers to other parents. 8. 156 The parent questionnaire revealed a definite desire for more personal contact with the counselor and for more Centers of this type. There was a feeling on the part of a number of mothers that While the group approach was generally valuable, some provisions for privacy in counseling should be made. 10. The parents felt more use should be made of medical records, psychological tests, and school records. Conclusions In answer to the questions presented in this study the following conclusions are drawn: 1. Does counseling Change the measured adjustment of children and the number and kinds of problems which they acknowledge? This research does not give evidence of significantly improved adjustment as measured by the children's responses to problem inventories. While variations were in the direction of improved mental health, they were chance variations. Are mothers who participate in Adlerian Child Guid- ance satisfied with the process and do they believe that the adjustment Of their children is enhanced by this process? Parents generally feel quite favorable about the services of these Clinics even though it may not be possible to scientifically demonstrate that they produce change, or increase the diagnostic skill Of the mothers. It would appear that while there is not great Objection to the Adlerian group approach by these parents, there is need for some privacy in counseling. Are some elements of adjustment particularly subject to improvement as a result of Adlerian counseling? There is no evidence from this study that Adlerian counseling is particularly effective with certain Specific elements of adjustment. Are mothers who participate in Adlerian Child Guid- ance better able to empathize with their children after this experience? 157 The mothers in this study were generally not alert to changes in their children insofar as how the children felt about their problems. The mothers frequently marked the inventories the same way both times, while the children's perception of their problems changed. Recommendations for Further Study In the light of the data collected, the following recommendations for study or action an made: 1. 2. 4. A study similar in nature to this should be made with larger numbers and with a control group. A study contrasting the effectiveness of Adlerian child guidance counseling and other approaches is suggested. The period between pre and post testing should be lengthened to allow a greater period of time for counseling and the parental education to develOp. This study used three hundred and sixty-eight questions. Future studies should definitely consider using less questions to avoid problems of fatigue on the part of both the children and the mothers. The measurement before and after counseling should make use of some projective tests. Projective tests were not used in this study but they might offer the possibility of perceiving another aspect of the child. Possibly projective tests would be more subject to the detection of change in the child's self-concept. The intelligence of the mother should be measured to investigate the relationship between success in this type of counseling and intelligence. Measures of parent knowledge of child behavior and child training methods should be applied before counseling and after counseling to measure the Centers' goal of parent education. This could be done with both parents and interested persons in the audience. 1. 3. 4. 5. '6. 8. 9. 10. 11. 13. 13. 158 BIBLIOGRAPHY .Ackerman, Nathan. "What Constitutes Intensive Psycho- therapy in a Child Guidance Clinic,” American Journal 2; Orthopszchiatgy, 15:711-720, October, 1945. Adler, Alexandra. Guidin Human Misfits: A.Practical Application 9; n uaI Psychology. ‘New YorE: Ph losoph cal Library Inc., 1948. Adler, Alfred. Understanding Human Nature. ‘New'York: Greenberg, Pu 3 er, 9 7. . The Education 9; Children. New York: Greenberg, Publisher, I930. . Practice and Theogy 9; Individual Psychology. New YorE: Harcourt, race and Company, 19 '7. , and Associates. 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Zebine, Blanche. ”Concurrent Counseling with Mother, Father, and Child,” Jewish Social Service Quarterly, 31:187-196, 1954. APPENDIX A PARENT INFORMATION COMMUNITY CHILD GUIDANCE CENTERS INSTRUCTIONS TO PARENTS Your family is now enrolled in the Center, one of the Community Child Guidance Centers of Chicago. We welcome you to the community of interest which brings us together, and pledge to you our most constructive efforts to help in the solution of the problems which are yours. There are certain things which you should do which will greatly assist us and which will hasten the improvement of relationships in your home. Attendanc e We expect you to attend each session of the weekly meetings in your Center, together with all your children. If our playroom is overcrowded, we reserve the right to ask parents to keep their children home on occasion. Don't encourage your children to bring their toys. Consultation Our social worker has given you the date of your first consultation. If for any reason you cannot keep your appointment, call by noon of the previous day. We would like you to ask for additional consul- tations whenever you feel the need for it. Followup Our social worker is available at each session to help you with problems that may arise. Attendance Record Community Child Guidance Centers Center and Address .................................................. STAFF ATTENDANCE: Counselor Assistant Counselor Social \Vorker Recorder Registrar and Assistants Psycliodramatist Playroom Director Playmom \Vorkers PRESENT: Number of IZNR()I.-l.lil) children ..................... Number oi Number of PRC)Fi‘:SSl()Nz\I. visitors ............. Number of NON-l’lx’t)l'dCSSlONAl. visitors Total Adult Attendance ......................................... FAMILIES HEA RD TODAY: INSTRUCTIONS TO REGISTRAR: Check and correct (if necessary) the Staff Attendance. Fill in totals on this page of all those present. Playroom Director will give you the total of ENROLLED children in playroom. If there are any children who are NOT ENR(‘)I.LED, list this information under “Families Heard Today." liiiclose all membership blanks (with payments) to the Central Office. liN Ri )l.l.lil) parents ....................... ENROLLED PARENTS: Please PRINT name only APPENDIX B INFORMATION FOR COMMUNITY CHILD GUIDANCE CENTER WORKERS -RY‘-‘TJ\I"‘ " ‘ 001mm CHILD GUIDANCE CENTERS gsrauc'rtons TO THE REORDERS The recording should always be typed, with one original and two copies on onion skin paper. The whole recording should not exceed one page, single spaced. Using a typewriter with Elite instead of Pica type will allow you to type more on one page. The format is attached. Headings are: CONFERENCE WITH THE PARNNT(S) - JOHNNY AND JOAN - SUMMARY - RX - PLAY ROOM REPORT - PSYCHODRAMA.REPORT - in that order. The recordings should be turned in to the Social worker one week after they were taken. Record the session as it progresses. Later, in typing, you will have to edit and rearrange to some extent. CONFERENCE wire THE Pmr Under this heading, you will not include all that the mother and the counselor say, you will have to condense. For ex: the mmther.may talk at length about how her child refuses to eat. This can be recorded as — Johnny is a feeding problem - plus, a detail of how he refuses to eat - He dawdles and plays with his toys at the table. ‘Record the ex lanations that the counselor makes during this part of the session. For ex: Johnny is behaving badly just to get your constant attention - or -'You and he are both trying to be boss. These explanations will have to be taken out of this part of the recording and consolidated under the head of SUMMARY. Record the recommendations that the counselor makes during this part of the session. For ex: When Johnny dawdles at the table, don't pay any attention to hims Or, if he is late to school in the morning, let the teacher take care of it. These sug- gestions will be taken out of this part of the recording, when you type them up, and will be consolidated under the heading of RX. If there are several children in the family, repeat names in the recording - be repetitious if necessary in order to avoid any ambiguity. When.you.type it, remember that others who read it were not at the session, and don't know who "he” or "she” is. Initials can be used to conserve space - if there is no repetition of them among the children's names. Don't use the surname in the text of the recording. Useer . N., Mrs. R., etc. Or use ”mother." In the session, the mother may tell something of one child, then start to tell of‘another'one, and then back to the first. When you edit your recording, try to gather all the informa- tion about one child and put it in one place. The purpose of this is to make the picture of the child more concise...instead of reading one sentence about Johnny, then one sentence about Joan, then back to Johnny, etc. You needn't make new para- graphs - Just get all the information in consecutive sentences. If the counselor makes it possible for you to get the inter- action between parent and child, always record it. For ex: firs.'X says, ”Johnny always dawdles at meals.” Counselor asks, ”What do you do then?" Hrs. K says, ”I keep reminding him.dntil I get so mad I take his place away." To be record- ed as - When J dawdles at mealtime mother keeps reminding him, finally gets angry and takes food away. A direct quote from.the mother may be used, if it is something that typifies her attitude. For ex: "Mary is so rambunctious that she should have been two boys!" However, most of the recording with the parent should be in essay form, not direct questions and answers. If the mother is terribly nervous, upset, cries, etc., this may be noted briefly at the end of this paragraph. JOHNNY AND MARY Under this heading - which consists of all the children who are present at the interview, you will record as the session goes along, and you will leave it that way when you type the recording. In heading this paragraph, use only the names of those present in the consultation room. Sometimes, not all the children attend the center, and sometimes, even though the child is in the center'play room, he will refuse to come into the consultation room. This should be noted. Also, the counselor will at times see all the children first, then ask all but one to leave. You can record this--first JOHNNY AND MARY - then a new paragraph JOHNNY ALONE. Observe the children as they enter. Their actions should be recorded, how they walk in, Who leads whom.by the hand, who sits far away from.the others, etc. These actions are indi- cative of the childrens' relationships to each other. ‘Record what ou‘ggg - donft interpret. If the counselor says that the c d was frightens , self confident, happy, etc., record it - let him do the interpreting. In recording the children's interview, try to record the actions with.the words, as you go along. For ex: "When asked, J agreed that he didn't think:that his mother loves him. He started to cry.” This is the most difficult part of the recording as there is so much to see, hear and write. Try to get the relevant points - instead of trying to get all that is said. Sometimes the children will.tell lengthy stories, which can be condensed to a couple of sentences. Alwa 3 include the explanations that are.made to the child. .For ex: you think that your sister is better than you.are because she is older and can do more things. 0r, you.think that it is no use trying to be as good as she is. Or, you get dis- couraged quickly, and give up. These explanations will be left in the recording Just as they are told to the child - they are not separated from.this paragraph and put into the SUMMARY as are the explanations to the mother. Try to differentiate between these three things, and record them as shown: 1) What the counselor explains to the child. For exz'You want to boss mother. Recorded as - Counselor suggested that J wants to boss mother. 2) “mat the child agrees (or disagrees) with after a suggest- ion. For ex: Counselor says, "You don't care much for your sister; do you?" And the child nods assent. Recorded as - J a reed that he didn't care much for his sister. 5 What the child says voluntarily. For ex: "I like to fight - I fight with my brother all the time." Recorded as - J said (shouted, mumbled) that he likes to fight with his brother. Don't record flat statements that are sometimes misleading. Such as - J felt that he is not loved - J likes his baby sister. When the above techniques are used, you will avoid misinterpreting. many times a child will repeatedly deny something, and the recorder will take this to be the way the child really feels. If it is shown that the question was asked several times - and denied - this is important for the counselor to know when he reads the recording - to remember how adamant the child is to admit something. In later inter- views, his real feelings may come out. Children often change the subject when they do not wish to speak of something. This may be recorded. Learn to observe the ”recognition reflex" and record it when it occurs. If you are not sure of something that you feel is important - ask the counselor about it later. THE PLAY ROOM As child guidance counseling Centers grow in number, there develops a need for workers, both professional and volunteer. Since play rooms are an integral part of Family Counseling Centers, their efficient operation is important to the success of the Centers. While much written about play therapy has been procedures, up until now there has been little written about the techniques and principles of Operating a play room, based on Adlerian principles. While it is not the intention to make this chapter a complete guide, some discuss- ion of fundamental principles of Child Guidance, with empahsis on practical application in typical situations, may be of help to the new play room.worker. It should be understood that the techniques and suggestions are intended to be guides rather than rigid rules. Any situation makes necessary certain adjustments, but we feel that if these fundamental ideas are accepted that the common sense of the worker will enable her to adopt a flexible attitude, adjusting to immediate needs, or peculiar circumstances. Some of the questions which probably come to the mind of a new volunteer play room worker are: What is a play room? :Are children violent? What do they do? What should I do? Can I learn how? These and other questions we hope to answer. ‘Ne feel there is one requirement expected of any new worker. She should be willing to try to accept the techniques and principles that have been practised successfully in Adlerian Child Guidance Centers for many years. This may involve re- learning or changing long held views about "how to manage children," but most workers will find this new experience with the children will teach them a great deal. We are sure that if you adopt a ”wait and see" attitude accepting these ideas as a working hypotheses, that results wdll prove their effectiveness. What is a play room? It is more than a play place Where children are taken care of. It is a place where child- ren can experience a new kind of order and discipline based on freedom. The play room is a place where children can try out different kinds of behavior, where they have freedom of choice and enjoy acceptance where no demands are made of them. In short, they have freedom to ”make their beds" any way thBY”W18h. Yes, there are ground rules, but these rules are not dictated by the workers but present rather logical, sensible, restrictions and procedures involving safety of property and other people. Rules are discussed with the children at the earliest opportunity and may be amended (by the group) as needed. The important idea is not that there are rules, but rather that the group understands and accepts them. The play room.must be a place where democratic principles are practised. Sometimes a child may become angry, defiant, or*hys- terical, but this is rare. (Most of the children are the same kind of kids that we see every day playing ball on the streets, or hopscotch on the sidewalks.) Like all children, (and all adults for that matter), they have problems, and in some cases they have adopted attitudes or behavior which are socially unacceptable. It may be that occasions will arise when a child should be taken home, but this should be a natural consequence rather (representing) punishment or rejection. We are interested in developing and maintaining friendly democratic relationships with children, without special service to any, without dominating--or being dominated by-- any child. Since this is written for the purpose of helping you, the worker, to know "what to do,” we will only discuss "what to do,” in a general way, at this point. Perhaps it is more important for the new workers to know what not to do at first, for most people tend to "leap before they look“ In any conflict situation involving children. It is very difficult to separate oneself or be objective in any social situation where you are personally involved, and a new worker must become aware of her own feelings. One volunteer several years ago said, "The-easiest way for me to know what to do in the play room is to ask myself 'What do I feel like doing?‘ and then do just the opposite!” This is not as silly as it may sound, for most new workers project their feelings into the children's conflicts more than they realize. For example: If a worker feels sorry for the poor, helpless little girl who is being teased by a nasty boy, there is a good chance that the little girl is soliciting sympathy from the worker by having provoked “the attack. Sitting on the sidelines and pretending to ignore children is a successful technique that may be used to avoid becoming involved. From this you can see that we feel workers should not be too active in intervening in children's activi— ties. There are many reasons for this. First, we like to observe children's behavior with their peers. iost children behave much differently if they know grown-ups are interested. It is difficult to observe objectively the total behavior of a child if a worker is interacting with the group. ‘Ie want children to have the eXperience of choosing their own leaders and directing their own activities. Most adults take over the lead. In addition, adults are no match for youngsters in a conflict situation, and kids are experts at winning. Our best procedure is to refuse to fight. Many new workers express concern whether or not children are enjoying themselves. This should be no concern of the worker. The purposes of the play room do not include "entertainment” of the group. There are times, how— ever, when it is wise for the worker to join in some types of group activity. Care should be exercised to see that workers do not dominate. It is possible for a worker to join the group and become part of it for a brief period of time, withdrawing when the proper time comes. It should be remem- bered that being in the room does not mean being part of the group; even being in the game may not be being in the group. It is as difficult for most children to accept an adult on equal terms as it is for the adult to ”come down to the child's level." It may take several weeks for a particular child to accept and understand these democratic relationships. Dem- ocracy from the child's point of view is something that is for grown-ups, and even then, it is something that is talked about much more than it is practised. It might be helpful to mention a few general rules which have proven helpful in the past: 1. When in doubt - be quiet. 2. Act, don't talk. 3. Act, don't react. 4. Don't see everything or know everything. 5. If you-dgn't know what do do, don't do anything. 6. If you feel like doing one thing, try doing the Opposite. 7. Do not try too hard to be friendly or solicitous. 8. Don't criticize; encourage. 9. Let children play by themselves. 10. Do not "study” children obviously or cpenly. 11. Make only brief notes. 12. No mothers in the play room. 13. Keep the ground rules simple and logical. l4. Relax, take it easy and enjoy yourself. Although many workers may have some understanding of the fundamental principles of Adlerian psychology, it may be helpful to review briefly those ideas that directly affect the administration of the play room. All behavior has a u ose and is al directed. While aduIt behavior may be complex and InvoIved cEIIdren's behavior is more evident and is directed towards (l) ettin attention or status; (2) be- comipg powerful or winning;.getting revenge; or (4) solicIEipg sympathy or special services. Problems can arise in connection with the child's movement toward any of these goals. Even though everything he does has a purpose, the child is seldom conscious of his motives. While it is not the function of the play room worker to make interpretations, some understanding of the purposes of the child in group situations is necessary if the worker is to note the record significant behavior. For example: Crying may be used by the child to solicit sympathy, help, or special service; it may also be used to create a disturbance annoying to the workers (revenge); it may be used to overpower, as in a tantrum; or it may be merely an attention- getting mechanism. It is not so important to know'what the child does, but why he does it. As we become aware of child- ren's purposes and goals, we begin to understand them. Center and Address VISITORS’ LIST COMMUNITY CHILD GUIDANCE CENTERS I)ate Professional Visitors Only Please PRINT your name Profession Home Address Zone « fi .- ——.-v-——q - VISITORS’ LIST COMMUNITY CHILD GUIDANCE CENTERS Center and Address Non-Professional Visitors Only Date Please PRINT your name Address Zone Phone APPENDIX C SAMPLE TESTS «In Directions: answered by making a circle around the YES A. Have you ever been to a mov- ing picture theater? YES NO B. Are you less than ten years of age? YES NO On the following pages are more questions. I MENTAL HEALTH ANALYSIS—Elementary Series. Form A Devised by Louis P. Thorpe and Willis W. Clark Ernest W. Tiegs. Consultant Do not write on this booklet unless told to do so by the examiner. If you are to use a special answer sheet, the method of answering questions is explained on the answer sheet. If you are to mark your answers on this booklet, the questions will be or NO. Do the following examples: On some of them you will make a circle around YES. and on others you will make a circle around NO. When told to begin you are to go right on from one page to another until you have finished them all. ' Name ............................................................................................................................................................... Sex: Boy—Girl Seliool ...................................................................................................... Age .................. Birthday ....................................... I - - Teacher ................................................................................................ Grade ........................... Date ....................................... Per- PERCENTILE Score ' cf]? (Chart percentile rant here) I l 5 10 20 30 40 50 60 70 80 90 9599 [I.Lib......... IIIIIIIIIIIII A. Beli. |m.. . . . . (l)—-— . . —— I....I....I ........ I ........ I ........ | ........ I ........ I ........ I ........ I ........ I....I....I (Freedom from) B. Em. Ins. . . . . . (m)—— . .‘—— I-....I.--I ........ I ........ I ........ I ........ I ........ I ........ I ........ I ........ I........II (Freedom from) C- an... . . . . . (n) —— l----l----| ........ I ........ I ........ I ........ I ........ I ........ I ....... I ........ l----l----| (Freedom from) D. Ph.Def. . . . . . (c) __ I..-.I-...I ........ I ........ I ........ I ........ I ........ I ........ I ........ I ........ I....I....I (Freedom from) . E. Ner. Man. . . . . (p) —— . . —-— I....--.II ........ I ........ I ........ I ........ I ........ I ........ I ........ I ........ I..-.....II (Freedom from) 1 5 10 20 30 40 50 60 70 80 90 95 99 2.Ast......... IIIIIIIIIIIII A. c1. Per. Rel. . . . . (a) __ I.-.-I...-I ........ I ........ I ........ I ........ I ........ I ........ I ........ I ........ I....I....I B. |ntp.S|r.. . . . . (b)—— . . —— I....I....I ........ I ........ I ........ I ........ I ........ I ........ I ........ I ........ I.-.-I-..-I C- s...p..., . . . . (c) —— |----|----I ........ I ........ I ........ I ........ I ........ I ........ I ........ I ........ I----l----l D. Sat. W. and R. . . . (d)—— . . —— I----~-II ........ I ........ I ........ I ........ I ........ I ........ I ........ I ........ I......I.I E. Otand 61s.: . . . Ie) —_ |----l----I ........ I ........ I ........ I ........ I ........ I ........ I ........ I ........ I....I...-I Total Score . . . . . . . I I I I I I I I I I I I I l 5 10 20 3O 40 50 60 70 80 909599 PERCENTILE Copyright, 1946, California Test Bureau. Copyright under International Copyright Union. All Rights Reserved under Pan- American Copyright Union. Published by California Test Bureau, 5916 Hollywood Boulevard Los Angeles 28, California. Printed in U S.A U1 6. 10. 11. 12. 13. 14. Do your folks usually let you have some of the friends you want? Do you sometimes have a good talk with one or more of your teachers? Are you usually able to get the best seat at a program or other meetmg? Do you often start eating be- fore the others because they make you wait too long? Do your friends seem to think that you are going to get along well? Do people seem to hurt your feelings more often than they do the feelings of others? Are things often so bad that you feel as though life is hardly worth living? Are you often worried about things without knowing why? Do you know how to keep people from feeling bad when they make a mistake? Do you keep from showing that you are bothered when you lose at games? Are people often so unfair to you that you have to make a good many excuses? Do you like to be with others rather than to be alone? Do peOple seem to think you do your share when there is work to be done? Have you found it hard to make friends with the peOple you hke? Do you usually try to work or play with your friends? YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO m YES NO YES N b .. 16. 17. 18. 19. 20. 21. 23. 24. 26. 27. 28. 29. Are most of your school sub- jects interesting? Do you worry because your YES NO. (1 legs are too large or too small? YES NO Are you troubled because your chin does not look right? Are you unhappy because people notice that you have a scar or marks on your face? Do you spend more time than you like to on your school work? Do you believe that all people should be treated right? Do you believe that working people are just as good as those who have lots of money? Do you have a hard time going to sleep? Do you believe that people who do the right things will usually win out? Do you often bite your finger- nails? Have you found that it pays to make a fuss when people try to stop you from doing the things you hke? Do some boys or girls get into your way so much that you push them aside? Does your family sometimes go to picnics or other places with you? Do you have some good friends of your own age? 13—: d 0 YES NO 0 YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO 3 YES NO II \Ilur ‘CnIIIi-‘I 35.3 30 " V's] 'T .1 5. MIT-V ILIECii'Lle; 1:3... I litigfi (If I01“. *_ 31° Itll I‘lIU INCA! t}""." HI limit rlglll’ . '- 32. 111111 III 1} beats l LUZ . IIC L lat \llli new- ' 33. Kiri 1111 IOU? 53533 I 'Cllll ill! I'I'Q ilil'; if: 34. I” Nil YIIUY “f: I ' .11 L‘Ilt‘Vt’ 111.11 .11. I: 3" 5‘1”“. I 3. treated 115.... lLiHIt' .6 [ILL re “VIE-I" “Haws .1121 ”I 36. il‘I Is ()1 nl' ilCI .L\'C :1 hard .11.; : ...! 37. I llkllflt II‘IILI 7116 1151111 1W -. 38. Mn nut. . ~w virf.‘ 39. when but III-I _ 40. Illintllldi 111.1:in III~Z~ \\ lien pew 11111.1. 1111de 113 41. c. 19 IMS urgirlsgr III' 11 mIIdII III-111 aside 42. I \' MI" I ‘11 {.1th I ”i Itll ti 1 nits or i ll.J 43. I] JV. | J t l' 1(- £0111J . II” ( ‘Ialili “\ll 3‘3 r/l/ k/ Do you have a very good friend who will talk with you about your troubles? Do you often feel as though something keeps you from do— ing things that you would like to do? Do you usually try to find out what your friends like to do? Do you usually tell people when they do something well? Do you often become so lost in your thoughts that you fail to notice the people around you? Are you more contented when you are alone than when you are With other people? Are you a member of a group that often does interesting things? Do you usually have your best times with boys or girls who are younger than you? Do you like to play games in the homes of your friends? Do you take part in plays or programs at school? Have you found that most pupils seem to get along in school better than you do? Do you feel bad because of pimples or marks on your skin that keep you from looking nice? Do you have some kind of work to do that you like very much? Do you feel that you are al- lowed to do most of the things that you enjoy? M-— n YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO 44. 46. 47. 48. 49. 55. When you play, do you like to play hard? Do you feel bad because your body IS not as well formed as you would like? Do you often have stomach- aches? Do you often think about what you are going to be when you grow up? Do you believe that you should treat people the way you would like to be treated? Do you get dizzy rather often? Do you hum a great deal of the time? lla\ c you been able to get ev en with people you do not like by refusing to speak to them? Do you try to stay awa1 from people who will not let you do the things you like? Is someone at home usually nice to you when you are in trouble? Have you found that if you don't do it first, someone else will usually take the biggest piece of pie or cake? Do other peOples' feelings often seem to be hurt by things you say? Have you found that it pays to tell people when they have good ideas? Do your friends seem to think that you are fair with them? Do you often worry because people do not like you as well as they should? YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO 59. 60. 61. 62. 63. 64. 66. 67. 68. 69. 70. 71. Are you often troubled because your plans do not turn out well? Can you often stop a quarrel without hurting peoples' feel- ings? Do you often feel that mem— bers of your family do not like you as well as you deserve? Do people often say that you have not done your work as well as you should? Do your classmates seem to think that their ideas are bet- ter than yours? Do you sometimes go camping or hiking with people of your own age? Do most of the other pupils seem to think they are better looking than you? Do you usually look forward with pleasure to the duties of the next day? Do you feel that teachers usually treat the pupils as fair- ly as they should? Do you worry about the things people say about you because you are too thin? Are you concerned because there are many things you can— not do on account of your weight? Are you unhappy because of the way your teeth look? Do you think that people who are either richer or poorer than you should be treated well? 0 U m E! 72. yes NO 73, yes NO 74. b yes NO 75. yes NO n 76. yes NO 77 YES NO 78. yes NO 79, yes NO 80. (1 yes NO 81. d 82. yes NO 83. yes NO ° 84. yes NO 85. yes NO _4_ Do you often have headaches? Do you believe that what peo- ple do is more important than who they are? Do you think that it is as im- portant to behave well as it is to know a great deal? Do you think that people should be as careful of other peoples’ things as they are of their own? Is there someone at home who will talk with you about your problems? Have you found that you can get things quicker by demand- ing what you want? Do your folks let you pick your clothes or other things you need? Do the people at home often let you help decide what the family is going to do? Have you found that it pays to tell others right out about things you don’t like? Do you usually go out of your way to help others? Do you often feel unhappy without knowing why? Are you often so busy with your own thoughts that you do not hear what other people say? Do you feel better when you let people know that you see their faults? Is it easy for you to get your classmates to do what they should? IT 1'! I. YES NO YES NO YES NO YES NO YES NO YES NO YES NO~ YES NO YES NO YES NO YES NO YES NO YES NO YES NO Ii '11 113.. ”Iii-"Mi ': - L \eht‘ldwm“ 86. Are you a member of Cubs, 100. Are you often bothered w1th “il‘V' I" 1,, Scouts, Bluebirds, Girl Scouts, eye strain? YES NO l: l 6. MM 01‘ some other similar group? YES NO 9 ”“j lm‘r"-"“‘3 13-3 C 101. Does it pain you more when ‘”“- - - . h h 't d m st 87. Do you like to be Wlth your 30“ get urt; anl 095 0" YES NO link tlm “ng : friends as much as you can? YES NO other people. 1 . {half i C ' l’k'i111‘~'€“‘€3l}5 1'3“. , 102. Do you find that it pays to get 1 347531 116317 ‘1 88' DE ma?y 9601316 make th? mlS' mad at people who say mean - ta e 0 thin mg they cannot things about you? yes NO think that depend on you? ’55 N0 1 as Clift‘fful '31 ""51" . n 103. Do you have some good Wis“- 35Ih€l¥3ffl 89. Do you like to go to school friends amongyour cousins or ' 3 " parties or socials? YES NO other relatives? YES NO C a .fllt'wtlt‘fllll 90. Do you need a great deal of 104. Do people. at home. usually a mi you alt-LL help from your teacher in order seem to believe the things you ' - p yes NO tell them? 755 NO to do your best work in school. a ' n 1 intiml that put: ( 105. Are many people so unfair ‘ .vuitker bv (16:11.2? )1. 130 youtlf1eel bad becaunste1 there that they expect you to keep .1 ‘5 . 15 some mg wrong W‘ 1 your 'our feelin s to ourself? YES NO 5"” “‘m' : mouth or lips? YES N0 3 g y 1 -! ....| 0 . o 7‘ ‘11“ get ynuptujv- ( 106. Do you like to give your class- .r “ther thing? )2- Are you troubled because there mates credit for what they ' 15 something wrong With your know? YES NO feet or legs? ’55 N0 b acnrllf at 11031? o 107. Have you found that it is best help decide “3 93. Do you think that you are do- “Ct to tell people what lo d0? YES NO Suingtfid‘?“ ing well in school? , _ d 108. Have people often said unfair— . i iii mic-‘1'? r r c ' u iiilliiqznhnuz 94. Do you usually feel good after 3&2? )ou haxe many poor YES NO V” “$14.6: ' you have worked or played ‘ ' m '11 dill‘ll 1" ‘ hard? YES NC > ' . ,. - d 109. Do you find that it 15 hard for 11- ~ (”I'll "-.'~ . 5113.1} 9' ~ _ . . . you to rest and take things hp 01116157 93. Do you have interesting things easy? YES NO “ to do when you get tired of m 1 often 1661' ”I work or study. YESdNO 110. Are you often worried about ‘Knc‘flVlllgWS'y what is going to happen to b 96. Do you stutter some at times? YES NO you? YES NO ' ‘1‘ “ii" " P m u 011““ 3),. m1"- . . Ml lil'iuftllfpirl':“ 97. Do you find that you must 111- 810 you hdke t?h(121:h1§§:tr$2§]rb YES NO hear “1m ~ squint your eyes a great deal? YES NO an rea or a ' c p . . _ 112. Have you found that many “I btm’l .\ 98. Do you believe that people of people are hard to get along “1‘“, m 1 other races are entitled to their with? yes NO w W rights? was NO n 1L\‘S'J C ° 1 i 113. Do people often seem to think 1 \. {km-011*“... 99. Do you have the habit of tap- that you are not as bright as i‘t [1 do 1"“ ping with your fingers? YES NO you really are? YES No B. t.‘ p n I. V I m n e p —5— e b c Ll e t/‘/ 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. home with you? When there is time do you usually play or visit with your classmates? YES NO C Do you like to study with other boys or girls rather than alone? YES NO Do you worry because you think your nose is not nice looking? Do you spend part of your time reading about pets and other animals? Are there a number of things which you like to talk about with your friends? Do you sometimes feel bad because your feet are too large or too small? Have you often felt that your ears are not nice looking? Should people suffer when they do wrong? Do you believe that being happy depends more on what you do than on what others do for you? Do you sometimes walk or talk in your sleep? Are you'often troubled with bad dreams? Should everyone be as careful to do what he ought to do as to ask for his rights? No matter how hard it is, do you usually get people to pay attention to you? Do you feel that your folks like to have you bring friends Do you often have good times at home with your folks? 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. 139. 140. 141. 142. Do many people pay so little attention to your needs that you have to quarrel with them? YES NO Do you have to make a fuss because you are expected to do so many things? Have you often felt that you have more bad luck than most people? Do you usually help other peo— 1 YES NO 1 YES NO 111 ple have a good time at parties? YES NO Do you usually do whatOyou say you will? ,l”)o you usually keep from talking much about the things you know? Have you found that you sometimes like and sometimes hate the same people? Do you do several things which are of interest to other boys or girls? Have you often felt that you were left out of things you would like to do? Have you found that most people usually think about b YES NO b YES NO YES NO YES NO YES NO themselves and forget others? YES NO Do you feel that most people manage to get more attention than they deserve? Do you sometimes go to pro- grams or socials With other people? When you work, do you like to work hard? Do you like your work well enough so that you do it with care? n YES NO 13 YES NO C YES NO (1 YES NO d 1' 116111116 pm. $111.13.", 11111 111111111161111111r1 - Have to 1112111 35:55 _\"ll tiff? 11511111111 ." 111 1111 111,39. 3'5 11 11111111 felt 21:1 111 ”1‘ had 111(1111111111»? ~11:11'E1' 116111111111“ :1 g1 .. 111 11111111: 1111711: - 51.11.1111' 111'. 11111311 _ '11: 11111. 1111111} 11ch 11.." 11.1111111111111111111 1 .1 1: ~11 17111111 111211 1 '-~' like :11111 «1111112175 ~' 1111' 11011111: 1 (111 gap“. 1 J 3'1‘ of 111111191 : "11'le -11 111111111111, "[1 .1111 ”1' 111 ‘1er 111 tlt'. 11111 11111111 1 111:. 11 11:1 ;‘\t< 1111th . I p‘ 11 11111111111 ii 111‘ [1111” ii" 143. 144. 145. 146. 147. 148. 1' 149. 152. 153. 1541 '3 156. Do you sometimes feel bad because you can’t do what you would like with your hands or feet? Do you often feel bad because you can’t see well enough to read and do other things? Do you like to spend part of your time working or doing . other things outdoors? Do some of your muscles sometimes tremble? Do you seem to catch cold very easily? Do you believe that every per- son has a right to his own be— liefs and ideas? 13 it wrong to take things you need very much if you are sure you won’t get caught? Do you find that you are sel- dom hungry? Does someone at home help you get the money you need for things? Are many people so unfair that YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO you have to treat them badly? YES NO Does one of your folks often take time to do things you hke? Do you know someone who will keep your secrets? Do you get along best if you pay little attention to other people’s feelings? Do you find it better not to tell people about their faults? 1 YES NO YES NO YES NO YES NO b 157. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. -7... Do you often feel that there is no use to keep on trying to do all the things people want you to do? Is it easy for you to like the things other people are doing? Have you found that there are very few people who are good friends for long? Have you found ways of get— ting out of most of the things you do not like to do? Do you sometimes help to plan or carry on a party? Are you a member of a boys’ or girls’ group that does iii— teresting things? Have you often felt that you need more courage than other people if you are to do well? Do your friends seem to think that you are good at helping to get things done? Have you found that it pays to tell people about the many things you have done? Do you have good times rais— ing animals or playing With pets? Are you often troubled because of the size of our mouth? Are you troubled because your shoulders do not look as well as those of other people? Have you often felt bad be- YES NO YES NO YES NO YES NO YES NO YES NO YES NO 11 YES NO YES NO YES NO YES NO YES NO 0 cause you have many freckles? YES NO Do you sometimes enjoy your— self by going fishing, swun- ming, or hiking? 0 YES NO d 171. 172. 173. 174. 175. 176. 177. 178. -179. 180. 181. 183. 184. 186. Should people who cannot take care of themselves have help? YES NO e Do you believe that most peo- ple are honest? YES NO C Do you often hear a buzzing sound in your ears? YES N0 11 Do your legs often feel too tense? YES N0 1) Do you often have pains in your head? YES N0 13 Do most of your friends have the traits or qualities that you like? YES NO 3 Do you have many good talks about things with close friends? YES NC a Are there some people not in your family who like to talk things over with you? Have you found that if you want to be happy you cannot depend on others? Have you found thatyou can often get out of trouble by stretching the truth a little? Do you find it easy to be nice to people even when they do not agree With you? Does it usually take you a long time to get over It when you are not treated right? Do your friends seem to think that you help them as much as they help you? Are you able to tell interesting stories when you have the chance to do so? Do your friends seem to think that you stand by them as you should? Do you like to trade, buy or sell things? 187. 188. 189. 190. 191. 192. 193. 194. 195. 196. 197. 198. 199. 200. Does it seem to you that most of your classmates are health- ier than you are? Does it seem to you that most of your friends can do things better than you can? Have you found that it is usually some one else's fault when things go wrong? Do you usually take part in the things that are going on at school? Do you enjoy collecting stamps, coins, or other things? Do you often have a good time playing a muswal instrument? Do you think your hair is too straight or too curly to look nice? Do you like to Spend part of your time making boats, air- planes, or other things? Are you troubled because something is wrong with your arms or hands? Do you believe that most peo- ple like to see others do well? Are the muscles of your arms often tense or tight? Do you often have a stiff shoulder or back? Do you think that the world is getting better? Do you believe that most people spend too little time playing? IT 15 I. YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO C YES NO 1' REVISED EDITION JANUARY, 1957 Junior Inventory—Form S Grades4-8 PREPARED av H. H. REMMERS AND ROBERT H. BAUERNFEIND NAME 777 7 7 7 7 7 77 777BOY _7_C73-£L77 7 7 7 GRADE 7 SCHOOVLW 7 7 TODAY’S DATE 7 7 .. rim 'lilllfi'l’ 15:15?" What things do you wish you could do? What things would you like to know more about? \Vhat things Worry you, w lid; and keep you from being as happy as you would like to be? In this booklet you will find a list of many interests and problems of young people your age. ‘7 _ The items look like this: ‘6' I want to learn how to read better ........................................... D E El O ‘35th I wish I had more ”pep” ................................................... D D D O Illll'rg As you mark each item in the list, use the three boxes to Show the way you really feel about it. . Mt,‘ Put an X in the BIG BOX if it is a BIG PROBLEM for you ................... E E El 0 l' “in Put an X in the MIDDLE-SIZED BOX if it is a MIDDLE-SIZED PROBLEM for you. . . . D E D O 217‘ Put an X in the LITTLE BOX if it is just a LITTLE PROBLEM for you ........... D D 8 0 Put an X in the CIRCLE if it is NOT A PROBLEM for you ...................... D E El ® 5 I; Marking the items in this booklet should help you to understand your own interests and problems better. Remember, make just one mark for each item. 7.. GO ON TO THE FOLLOWING PAGE /‘ Published by SCIENCE RESEARCH ASSOCIATE. 51 West Grand Avenue. Chicago 10. Whole. Copyrlght 1965 and 1951 by the Purdue Reeeereh 7/A Foundation. Copyright under the International Copyright Union. All righu um! Printed In U.S .A. Reproduction by any meana, whether for own uee or reeaie, prohlhlud. Pleaee uee number 14601 when reordering this booklet. ABOUT ME AND MY SCHOOL 1. 2. 3. . I can’t do arithmetic very well .................................. D D . Idon’t like school very much ................................... D E] . I don’t like our school-books very much .......................... l:l El . I don’t like gym .............................................. D D . I don’t like music class ........................................ D D . I don’t like art class ........................................... D D 10. ll. 12. 13. 14. 15. l6. 17. 18. I want to learn how to read better ............................... D D I want to learn how to write better .............................. D D I want to learn how to Spell better ............................... D D I don’t like social studies (geography, history) ..................... D D I would like to have more arithmetic in school .................... D D I would like to have more reading in school ....................... D D I would like to have more science in school ....................... D D I would like to have more music in school ........................ D D I would like to have more art in school ........................... D D I would like to have more social studies in school .................. D D I would like to have more gym in school .......................... D D I don’t like arithmetic ......................................... D D I don’t like spelling ........................................... D D 19. 20. I don’t like reading ............................................ D D 21. I don’t like to write stories or essays ............................. D D 22. I wish I could get better grades in school ......................... D D 23. I don’t see why I have to go to school ............................ D D 24. I wish I were smarter in school ................................. D D 25. I wish I could find some good books to read ....................... D D 26. I wish I could join a club at school .............................. E] D 27. Iamafraid ofmosttestsin school............................... B D 28. I often get in trouble in school .................................. D D 29. I am afraid to raise my hand and talk in class ..................... D D 30. I wish teachers liked me better .................................. D D Put NOT CI ClDDDDDDDDDUDDDDDDDDDDDDDDDDDD OOOOOOOOOOOOOOOOOOOOOOOOOOOOO an X in the circle "an itemis APROBLENI for you O Pat is i letleiigo; ~on BC: 31. D: 32. UC‘ 33. 1:]:- 34. H- 35. L—l-. U: 36. tD: 37. iii: 38' lDZ: 39' Teachers often use words I don’t know ........................... D D Most teachers don’t understand me .............................. D D I wish my teachers would tell me when I’ve done a good job ......... [j E] I wish I could answer questions in class .......................... D D I need help with my school work ................................ E] D I don’t have much fun in school ................................ D D Sometimes I wish I could quit school now ........................ D D My school work is too easy for me ............................... E] D I wish we had a nicer school .................................... D I] ll]? ABOUT ME AND MY HOME JD: 40. JD 41. 1D? 42. jg: 43. . I wish I could get along better with my brothers and sisters ........ D D I wish I had a nicer home ...................................... D l] I wish I had more time for reading at home ....................... D D I am afraid to be at home alone at night .......................... D D I wish my parents liked my friends better ......................... D D . I wish I could get along better with my parents .................... E] E] . My parents don’t understand me ................................ D D . I need more clothes .......................................... D D . I wish I could have nicer clothes ................................ D D . I need more spending money ................................... D E] . I wish my parents were more interested in my problems ............ D D . I wish my parents would not be so strict .......................... D [j . My parents don’t realize that I’m growing up ...................... E] D . I wish I could have my own room at home ........................ D D . I don’t have much fun at home ................................. D D . I wish my parents wouldn’t make me take music lessons. . . . . . . . . . . . D D . I have to do too much work around the house ..................... D D . I wish my mother and I could do more things together .............. D D . I wish my dad and I could do more things together ................. D D Put NOT E] O DDDDDDDD OOOOOOOO DDDDDDDDDDDDDDDDDD D an X in the circle if an item is A PROBLEM for you OOOOOOOOOOOOOOOOOO 0 Go right on to the next page. Put an X in the circle if an item is NOTAPROBLEM for you ABOUT MYSELF 59. I wish I didn’t have pimples on my face .......................... D D D 60. Sometimes I get real dizzy ...................................... D D 61. I get out of breath too easily .................................... D D 62. I can’t sit still very long ....................................... D D 63. I get sick too often ............................................ D D 64. I get too many colds ........................................... D D 65. I worry about my health too much ............................... D E] 66. I have bad dreams ............................................. D [j 67. My eyes get tired when I read. . . ; ............................... D D 68. I want to learn to talk better .................................... D D 69. Iwish I had more "pep” ................................... l] El 7.. 1...... .................................................. III E] .1. 1...... ................................................. El [:1 72. I can’t see very well ........................................... D D 7.. 1.... ......y .... .......................................... El El 74. Iget a lot of tooth-aches ....................................... D El 75. Igetalot of head-aches ........................................ D [I 76. My glasses make my eyes hurt .................................. D D 77. I need to learn to stand up straight .............................. D U 78. I am bothered by pains in my chest .............................. D D 79. I am bothered by stomach-aches ................................. D D i 80. I always feel tired ............................................. D D 81. I am not as strong as I would like to be .......................... D D 82. I need to learn to be more honest ............................... D D 83. I need to learn to stick up for my rights .......................... D D 84. I wish I were nicer-looking ..................................... D [j 85. My feelings are easily hurt ..................................... D D O O O O O O O O O O O O O O O O O O O O O O O O O O O O DECIDE]DUDDDDDDDDDDDDDDDDDDDD 86. I bite my finger-nails .......................................... D D Put an X in the circle if an item is NOTAPROBLEM for you 87. I need to learn to control my temper ............................. D E Cl C) 88. I have trouble going to sleep at night ............................. l:l El El 89. I talk too much ............................................... l:l E] E] O 90. I swear too much ............................................. l:l El [3 O 91. I am not very happy ........................................... D D D O 92. I am too nervous ............................................. D D D O 93. I am too short ................................................ E] D D O 94. I am too tall ................................................. E El Cl C) 95. I am too bashful .............................................. L—_l D O 96. I am too careless .............................................. D D [I O 97. I am too selfish ............................................... D E El 0 98. I need to learn not to act so silly ................................ D D D O 99. I don’t have as much fun as the other boys and girls ............... E El 0 100. I worry too much ............................................. l: D Cl 0 101. I am afraid of animals ......................................... E. D D O 102. Iam afraid of the dark ......................................... Cl C] O 103. I often feel lonesome .......................................... D D El 0 104. I wish I could be a boy ........................................ D D E] O 105. I wish I could be a girl ......................................... El D D O GE'I'I'ING ALONG WITH OTHER PEOPLE 106. I need to learn how to get along with people ....................... D D D O 107. My feet hurt when I play ....................................... D D D O 108. I feel bad about things I do ..................................... l:l El E] O 109. I can’t do anything very well ................................... D D E] O 110. I feel mad most of the time ..................................... D D E] O Go right on to the next page. Put an X in the circle it an item is NOTAPROBLEM for you 111. I "show off” too much ......................................... D D D O 112. I need more friends ........................................... D D Cl 0 113. I don’t like most people ........................................ D D D O 114. I often say the wrong thing at the wrong time ..................... D D Cl 0 115. I fight too much .............................................. D D D O 116. I wish my classmates wouldn’t pick on me ........................ D D I] O 117. Some of the girls I like won’t play with me ........................ E] D [I O 118. Some of the boys I like won’t play with me ....................... D D D O 119. Crown-ups are too ubossy” ..................................... D D D O 120. Grown-ups treat me like a "little kid” ............................ l] D E] O 121. Crown-ups make fun of me ..................................... D D El 0 122. Grown-ups don’t think I’m ever right ............................ D D D O 123. twist. grown-ups would help me when I need help ................. l:l [I D O 124-. I feel nervous when people talk to me ............................ E] D D O 125. Iwish I knew why people get mad at me .......................... D E] C] O 126. I wish I knew more about boys .................................. D D D O 127. I wish I knew more about girls .................................. D E El 0 128. I have trouble making friends ................................... D D D O 129. Most people don’t understand me ................................ D D [I O 130. I am afraid of most people ...................................... D D D O 131. I am afraid to talk to people .................................... D E El 0 132. 1 wish I had a really good friend ................................. [:l [I D O 133. Some of the kids think I’m too smart in school .................... D D D O 134. Some people think I’m a "smart-aloe” ............................ D El El 0 135. Some people think rm a bully ....... i ........................... E Cl C] O 136. Some people think I’m "spoiled” ................................ l:l El D O 137. Some peeple think I’m a "sissy" ................................ D D D O 138. I need to learn better manners .................................. D E] D O 139. I need to learn how to help people in trouble ...................... E El E] O Put an X in the circle if an item is NOTA PROBLEM THINGS IN GENERAL for you 140. Our town needs more playgrounds for boys and girls ............... D D E] O 141. 1 want to learn about rules for good health ........................ D D D Q 142. 1 want to learn how to dance ................................... [:l El E] O 143. I wish I had an interesting hobby ................................ l:l El Cl C) 144. I want to learn how to make my own clothes ...................... D D D O 145. I want to learn how to cook meals ............................... D E El 0 146. I want to learn how to do work with electricity .................... l:l El E] O 147. I want to learn how to do work with machines ..................... D D E] O 143. I want to learn how to do wood-work ............... . ............. D Cl D O 149. I wish I could have a pet animal ................................. D D O 150. I wish I could join the Boy Scouts (Girl Scouts) ................... I] E El 0 151. I want to learn how to act at a party ............................. l] D D O 152. I would like to get a job ........................................ D D D O 153. I wish I could be better in games and sports ....................... E El D O 154. I want to learn how our city government works .................... D D D O 155. I want to learn how our national government works ................ D D Cl 0 156. I need to learn how to use the library ............................ D D D O 157. I want to learn how to dress neatly .............................. E] D I] O 158. I need to learn how to read maps ................................ D D D O 159. I need to learn how to use a dictionary ........................... D D D O 160. I want to know more about what high. school is like ................ l] E Cl 0 161. I wonder ifI should plan to go to college ......................... D E Cl 0 162. I wonder what my real abilities are .............................. D E El 0 163. I wonder what my real interests are .............................. D E] El 0 164. I would like to know what I’m going to be when I grow up .......... l:l El [:1 O 165. I wish I could watch more programs on TV ....................... l:l El [3 O 166. I wish I could go to more movies ................................ D E Cl 0 167. I wish I could take music lessons ................................ D D D O 168. I wish I could talk to someone about my problems ................. D D El 0 Have you made one mark for every problem? If 809 turn to the back page- When you have finished checking the problems in this booklet, go back and put a circle around the big box for each of the three problems you want to solve the very most. For example, John put a circle around this one: i want to learn how to read better ........................... . E El 0 John feels that he would be much happier right away if he could solve this problem. Can you find the three problems you want to solve the very most? When you find them, put a circle around the big box next to them. Then, if you have any Special problems that you did not find in this booklet, write them down on this page. MY SPECIAL PROBLEMS ~ APPENDIX D TABLES TABLE I MENTAL HEALTH ANALYSIS RANK ORDER CORRELATIONS Child v.s. self by areas, test-retest, and parent v.s. self by areas, test-retest (to note variations in consistency by sections) Area Behavioral Immaturity Emotional Instability Fbelings of Inadequacy Physical Defects Nervous manifestations Liabilities. Close Personal Relationships Inter-Personal Skills Social Participation Satisfying Work and Recreation Adequate Outlook and Goals Assets Child v.s. Self .38 .50 .51 .42 .65 .61 .51 .63 .62 .41 .61 .62 Parent '0’. Self .69 .59 .49 .65 .50 .73 .71 .85 .75 .59 .25 .84 513. None None None None None None None 5% level None None None 5% level TABLE II SRA JUNIOR INVENTORY FORM S Child.v.s. self by areas, test-retest, and parent v.s. self by areas, test-retest (to note variations in consistency by sections) Child Parent V03. V03. Area Self Self Sig, About Me and my School .64 .76 None About me and my Home .55 .81 1% level My Health .60 .82 5% level AbOUt Myself .58 .66 none Getting Along With People .47 .58 None Things In General .45 ’.61 None ‘ ‘ faE'V JAMS ' 3. ”WT «’DEC’ZflQSS’ 9m "'TITlfimjfiwiflfiflflfilflfifilflfyfijflmfl'ulrflmfl”