A TECHNIQUE F0? EVALUATING FAKILY LIFE AND XENPAL HEALTH FILES By Thomas Hillard Poffenberqer AN ABSTRACT Submitted to the School of Graduate Studies of Michigan State College of Agriculture and applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Lepartment of Guidance and Counselor Training Year 1954 Approved 2/ 415 if 9%4/1’“ ‘\ ‘ . .' \x x. _) $3 .\ ,\ [/3 Statement of the Problem The purpose of this project was to devise a technique which could be used to determine audience reactions to family life and mental health films in terms of: (1) concept change, (2) misconceptions, (5) emotional disturbance, (4) help with problems, and (5) the relationship between certain background factors and the film's effect. Methodology The film Palmour Street was selected for investigation and a questionnaire was constructed to test for the above factors. The method used to test for concept change and misconceptions consisted of a series of multiple choice ques- tions. One question was constructed to test for each scene. In order to construct the questions, every word in the film, including dialogue and narration, was recorded. The film was then divided into scenes based upon the latter transcrip- tion. Four professional people working with this film, then decided upon the concept which each scene attempted to convey. Multiple choice questions based upon the scenes were then constructed to test for acceptance of the concept or prefer- ence of a less sound concept, as expressed in one of the al- ternative foils to the question. The set of questions was administered to a sample of 442 individuals, consisting of adults attending a meeting to study family life and mental health, students in a college marriage and family relations course, and a workshop group of family life educators. The same set of multiple choice questions was given in a pre- film questionnaire and a post-film questionnaire. Changes in response were analyzed to give an indication of the effects of the various scenes shown in the film. The method used to test for emotional disturbance and help with problems was a series of five comment questions concerning audience feeling about the film. These questions were included in the second part of the questionnaire after the film showing. The method used to test for the relationship between background factors and the film's effect was to include ques- tions pertaining to background on the pre-film questionnaire and to compare the response to these items with the response to the multiple choice questions. Findings Some of the multiple choice questions used in the study were effective in determining misconceptions caused by the film. Other questions indicated misconceptions but the questions were not found to be valid. Differences in re- action to the film were consistently indicated in relation to one background factor--the fact that the audience member had or did not have children. The reason that more back- ground items were not found to be significantly related to response may or may not have been due to the failure of the test to measure these adequately. The comment questions regarding scenes most disliked and factors in the film causing concern were found to be effective in giving insight into the effects of the film. Those questions which were posed to determine whether the film had helped audience members with problems were found to be of limited value. It was concluded as a result of this study, that family life and mental health films can be eValuated with useful results, by the use of multiple choice questions which also allow for comments regarding the film. A TECHNIQUE FOR EVALUATING FAEILY LIFE AND MENTAL HEALTH FILMS BY THOMAS MILLARD POFFENBERGER A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Guidance and Counselor Training 1951; Thanks also goes to the E. C. Brown Trust for financial help in the statistical treatment of the data and to the Oregon Federal Cooperative Extension Service for coOperation in the project. iii TABLE OF CONTENTS ACKNOWWIJENTSOOOOOOOOOOOOOOOOOOOOOOO.OOOOOOOOOOOO I. II. III. INTRODUCTION................................. A. Statement of the Problem.................. B. Plan of Organization of the Thesis........ HETHODOLOGY.................................. A. Background Questions...................... B. multiple Choice Questions................. 1. Development of a multiple choice inatrument0.000000000000000.0.0.0000... 2. Analysis of the multiple choice questioHS......................o....... 3. Purpose of the multiple choice unStionsooooooOe00.0000000000000000000 4. Questions and foil conetruction........ 5. Validity of the multiple choice questions.............................. C. Comment Questiona......................... 1. Emotional disturbance.................. 2. Help with problems..................... 3. Tabulation of comment questions........ Do Summary.........o.........oo....oo.......o THE RELATIONSHIP OF PRELIMINARY TESTING TO QUESTIONNAIRE CONSTRUCTION................... A. BaOkground Factor........................o Be Multiple ChOice QuestionS................. iv 11 10 11 11 13 11; lb 17 20 20 21 21 22 2h 25 27 IV. 1. 2. Trial questions Testing for concept acceptance C. Comment Questions D. Summary CHARACTERISTICS OF THE SAMPLEeeoeeeeeeeeeeeoec A. Family Life meetingSoeeeeeeeeeeeeeeeeeeeeee B. l. 2. 3. 4. Pac 1? 2°. 59 49 5f 6. 7. 8°. 9. Extension women......................... Community grodps........................ College students........................ Professional group...................... kground Factors......................... Sex..................................... Age..................................... Education............................... Residence............................... Marital status.......................... Number of children...................... Age of children......................... Attendance at family life meetings...... Reading of family life literature....... EFFECTS OF FILM SCENES ON THE SAMPLE AS INDICATED BY RESPONSES TO MULTIPLE CHOICE QUEE‘JTIONSOOOOCOIOIOOOOOOOOOOOOOOOO0.00.0000... A? B! C! D? E. F. The The The The The The fog Scene.............................. Pea Shelling Scene..................... Bedtime Scene.......................... Quarrel Scene.......................... Shoe Scene............................. waSh Sceneeeeoeeeeee00000000000000.0000 37 57 38 58 59 4O 41 41 42 44 46 46 47 47 48 48 49 49 53 56 59 62 64 G. The Juvenile Delinquent Scene............ 66 H. The Family Meal Scene.................... 69 I. The Sex Education Scene.................. 71 J. The Snack Scene.......................... 74 K. The Baby Sitting Scene................... 77 L. The Porch Scene.......................... 79 M. The House Cleaning Scene................. 82 N. Evaluation of the Effects of the Film Scenes on the Sample..................... 84 0. Summary.................................. 92 VI. THE RELATIONSHIP BETWEEN BACKGROUND FACT RS AND RESPONSE OF THE SAMPLE AS REVEALED BY THE QUESTIONNAIRE........................... 94 A. Significant Relationships................ 95 1. The quarrel scene..................... 97 2. The sex education scene............... 99 3. The shoe scene........................ 101 4. The bedtime scene..................... 103 5. The dog scene......................... 105 6. The housecleanin: scene............... 107 B. Summary VII. EFFECTS OF THE FILM AS ROVEALED TY ANALYSIS 0? THE COMMENT QUESTIONSQQOCOCOOQQIOno...0000000000 110 A. Scenes Most Liked........................ 110 B. Scenes Most Disliked and Causing Concern. 112 C. Help With Problems....................... 116 D. Scenes Giving Most Satisfaction.......... 118 B. Effect of the Negro Cast................. 118 F. Sumaryooooooooooooo0.0000000000000000...120 vi VIII. SUMMARY AND CONCLUSIONS.................... A. B. C. D. E. F. Need for Study.......................... Statement of the Problem................ Methodology............................. Findings................................ Conclusions............................. Implications for Future Research........ APPENDIX A. EXPERIMENTAL STIDIESooooooooooooooooo APPENDIX B. THE QUESTIONNAIRES USED IN THE STUDY. BIBLIOGRAPHYOOOOOOO00.0.0000...-OOOOOOOOOOOOOOOOOO vii 122 122 125 124 127 128 132 157 158 Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table 39 49 59 6. 7. 89 9.‘ 10. 11. 12. 13. 14. 15. 15. 17, 18. 19. 20. LIST OF TABLES Results of Testing Dog Scene in Preliminary » Form Of QUGStionnaireooooooo00.00.00.000. 30 Results of Testing Dog Scene in Final’ Form of Questionnaire.................... 32 Breakdown of Sample According to Sex..... 41 Breakdown of Sample According to Age..... 45 Breakdown of Sample According to Education 45 Response to Question on the Dog Scene.... 51 Response to Question on the Pea Scene.... 54 Response to Question on the Bedtime Scene 57 Response to Question on the Quarrel Scene 60 Response to Question on the Shoe Scene... 62 Response to Question on the Wash Scene... 64 Response to Question on the Delinquency Scen967 Response to Question on the Meal Scene... 70 Response to Question on the Sex Scene.... 71 Response to Question on the Snack Scene.. 75 Response to Question on the Sitter Scene. 78 Response to Question on the Porch Scene.. 80 Response to Question on the Cleaning Scene 82 Comparison of Certain Background Differences to Foil One of the Quarrel Scene......... 98 Comparison o.p Certain Background Differences to foil three of the Sex Education Scene. 100 viii Table Table Table Table 21. 22. 25. 24. Comparison of Certain Background Differences to Foil Three of the Shoe Scene.......... 102 Comparison of Certain Background Differences to Foil Four of the Bedtime Scene........ 104 Comparison of Certain Background Differences to Foil Three of the Dog Scene........... 106 Comparison of Certain Background Differences to Foil Three of the Housecleaning Scene. 108 iXT Figure Figure LIST OF FIGURES Example of a method used to aid in the development of foils for multiple choice questions........................... 16 Example of presentation of question used in validation form of the questionnaire.18 Question used in preliminary form of * questionnaire to test the dog scene........ 50 Question used in final form of questionnaire to test the dog scene........ 32 ACIE‘JO l :1 EDGLTEN T8 The writer is indebted to many persons for their help with this study. Dr. halter F. Johnson Spent many hours reading the manuscript. His suggestions were of great value to the writer in organizing the thesis in final form. , Grateful acknowledgement is made to Dr. C. R. Hoffer, Dr. R. N. Hatch and Dr. C. V. Millard for their sug- gestions in the planning of the study and criticisms of the manuscript. The original decision to undertake this study was made as a result of encouragement from Curtis E. Avery, Director of the E. C. Brown Trust, Portland, Oregon. He served as an invaluable consultant in the construction and revisions of the questionnaire used in the study. 1 Deep gratitude is expressed to my wife ShirleyB. prfenberger who was consulted throughout the study. Thanks goes to the 590 individuals in the sample who cooPerated by filling out the two trial forms and the final form of the questionnaire. CHAPTER I INTRODUCTION In the past few years, documentary type films per- taining to family life and.mental health situations have been used extensively to augment educational programs by teachers and leaders of community groups. Over a period of thirty years, studies have demonstrated conclusively general and specific teaching values of educational films, and it was assumed by the investigator that films in the field of human relations could be equally effective as an educational device. Experience with family life films, however, has indi- cated that audience members sometimes misunderstand the meaning of various film scenes. When such.misconceptions are combined with emotional disturbance in a particular area, the result may'be harmful to the personal adjustment of the individual. Even when the scene is understood, it sometimes happens that the dramatization is disturbing to '__-TI The following reports represent reviews of numerous studies pertaining to the teaching values of films: Frank N. Freeman, Editor. Visual Education (A Comparative Study of Motion'Pictures and Other Methods of Instruction) Chicago: U.of Chicago Press, 1924. pp. 8, 80. A. L. Long. Research in The Educational Film Field. Film and Education. Edited by GodfreyM . Elliott. is. Yerk: Philosophical Film Library. 1948. pp.60-71. audience members. For these reasons some professional peeple in the field have eXpressed concern over the wide- spread practice of using films which have had little or no systematic evaluation, and allowing untrained persons to show and discuss them.with audiences.1 While some efforts have been made to train such lay leaders in the use of films for community programs? such training is of ne- cessity superficial. Non-professional leaders often lack adequate psychological training and experience to recog- nize disturbance on the part of audience members who have seen a film. Information about specific material in films is also limited, with the result that the persons who, of necessity, must show films may not have the understanding to discuss them.adequate1y. The practice of allowing untrained persons to show and discuss films in the area of family life and.mental health, and the fact that many professional persons were concerned about misuse of such films led the investigator to the conclusion that such films should be studied to deter- mine their effect upon audiences. It was believed that such I The demand for film showings exceeds the supply of available professional persons in many communities. Esther L. Middlewood. Mental Health Films in Community Education. Amer. J. of Orthopsychiatry. Vol. XXI, No. 1. Jan. '51. pp. 40.50. 2 an investigation would provide information which might be useful to agencies engaged in educational programs which utilized family life and.mental health films.1 A review of film research indicated that no work had. been done in evaluating family life films with audiences. It was therefore necessary to begin the investigation on somewhat of a trial and error basis, since films in the area of human relations involve the study of emotional factors which are not as evident to measure as instructional material in other types of films. Two methods of film evaluation were used in the explora- tory studies2 by the investigator before a third method was finally decided upon as one which.might prove helpful in de- termining the effects films might have upon those who viewed thmm. The method investigated in this study was one using multiple-choice questions as a basis for film analysis. All of the data presented in the body of the thesis pertains to this method. Certain leaders in family life education and re- lated fields in the state of Oregon, organized the Oregon Coordinating Council on Social Hygiene and Family Life, in Portland, in the fall of 1951. This council shared ideas, materials and services in order to improve their respective educational programs throughout the state. One expressed need was better film evaluation in order to improve discussion tech- niques on thepart of both professional and lay leaders who used films in this field. 2 See Appendix A. . Statement of the Problem The major problem in the evaluation of family life and.menta1 health films was the development of an instru- ment which would be effective in determining the effects of a particular film. It was believed that such an instru- ment should evaluate a film.in terms of the following: 1. Concept change. It is important in the selection of films pertaining to family life or mental health subjects to know whether or not concepts in the film are conveyed to audience members. 1. Misconceptions. Few films are produced without some statements or actions which give audience members incorrect concepts which.were not intended.* It would be of consider- able help to group leaders to know in advance which, if any, scenes in a film tended to mislead audience members. —'i“ C.F. Hoban. Focus on Learning. Washington D.C.: Amer. Council on Education. 1942, p. 70, "Although.motion pictures potentially have great usefulness in concept building at any maturity level, they occasionally give rise to misconceptions of varying degree. It is essen- tial to discuss this reaction in terms of two questions: What kinds of misconceptions sometimes arise from motion pictures . . . ? What are the sources of these misconceptions in terms of the films themselves . . . ? It is assumed that, if teachers are conscious of the possibilities of misconceptions, procedures can be de- veloped in the selection and use of films which will prevent such misconceptions from.arising." 3. Emotional disturbance. Remarks made by audience members after film showings have suggested that anxiety ' may have been created in some persons who have viewed films. The prevalence of such comments suggests that all films dealing with.emotiona1 situations should be studied as to their effects upon audience members. Some films may con- tain so much anxiety-arousing material that they should not be used by untrained leaders, if at all. 9. Help withgproblems.. The major objective in show- ing films is to help individuals to handle their problems more effectively through better understanding of themselves and others. It is important, therefore, for a discussion leader to fully utilize the material in such films during the discussion which follows the film showing. 0. Effects of the film in relation to certain back- ground factors. A discussion leader may often know in ad- vance certain general characteristics of the group to whom a film will be shown, i.e., whether it has a generally high' educational background; whether or not it consists of young adults who are unmarried or of older parents. It might therefore, be helpful to leaders to have information con- cerning the effectiveness of a particular film with certain general types of audiences. The purpose of this study, then, was to devise a method to evaluate a family life film to test for: (l) concept change, (2) misconceptions, (3) emotional dis- turbance, (4) help with problems, and (5) the relationship between certain background factors and the film's effects. . Plan of Organization of the Thesis The present research project purported to do two things: (1) develop a method to evaluate family life and mental health films, and (2) test the effectiveness of the method on a films The methodology of test construction has been presented in Chapters II and III of the thesis; the results of testing the final instrument in terms of the filn's effects on the sample appear in Chapters IV - VII. Chapter II. MethodolOgy This chapter deals with.the construction of the final questionnaire used in the study and the method of testing for the stated objectives. Chapter III. The Relationship of Questionnaire Construc- tion to Preliminary Testing Two preliminary forms of the questionnaire were con- structed and tested prior to the development of the final form described in Chapter I. This chapter deals with the results of the early testing in terms of how it influenced The purpose of this study, then, was to devise a method to evaluate a family life film to test for: (l) concept change, (2) misconceptions, (3) emotional dis- turbance, (4) help with problems, and (5) the relationship between certain background factors and the film's effects. . Plan of Organization of the Thesis The present researCh project purported to do two things: (1) develop a method to evaluate family life and.menta1 health.films, and (2) test the effectiveness of the method on a films The methodology of test construction has been presented in Chapters II and III of the thesis; the results of testing the final instrument in terms of the film's effects on the sample appear in Chapters IV - VII. Chapter II. Methodology This chapter deals with the construction of the final questionnaire used in the study and.the method of testing for the stated objectives. Chapter III. The Relationship of Questionnaire Construc- tion to Preliminary Testing Two preliminary forms of the questionnaire were con- Btructed and tested prior to the deve10pment of the final form described in Chapter I. This chapter deals with the results of the early testing in terms of how it influenced the construction of the final form of the questionnaire. The only purpose of these early forms was to aid in the development of the final form, and so the results of the two preliminary forms are not discussed in terms of the film's effects upon the samples. Chapter IV. Characteristics of the Sample This chapter included a description of the sample of 442 individuals who were tested with.the final form of the questionnaire. Chapter V. Effects of Film Scenes on the Sample as Indicated by Responses to Multiple Choice Questions An analysis of the multiple choice questions was made to determine the effectiveness of the questionnaire in re- vealing concept changes and.misconceptions as a result of viewing the film Palmour Street. Chapter VI. The Relationship between Background Factors and Response of the Sample as Revdaled'by the Questionnaire Background fattors were compared with the response of the sample to the multiple choice questions in order to de- termine whether or not the questionnaire was effective in detecting background differences in responses to these ques- ti on! e Chapter VII. Effect of the Film as Revealed by an Analysis of the Comment Questions The samples responses to the comment questions are presented with an evaluation of the data as it pertained to the effectiveness of the questionnaire in determining the degree to which the film caused emotional disturbance and gave help with problems. Chapter VIII. Summary and Conclusions CHAPTER II METHODOLOGY In order to develop a method of film evaluation, it was necessary to select one film for experimental purposes. The film selected was Palmour Street. The following des- cription of the film appeared in the December 1952 issue of The Coordinator.1 Palmour Street. Health Publications Institute, $950. 25 min. This picture shows that a family's social and economic status is not nearly so important to children's well being as are the relationships between mother and father, parent and child. It centers on a family in Georgia--a family not without friction and problems, but one built on the sound foundation of emotional warmth. The dilemmas of a working mother, the influence of a baby sitter, and a crisis brought on by the father's injury are among perplexities posed by the film. Because of its relaxed, posi- tive tone, the film.tends to decrease audience tension and to encourage participation. Palmour Street was one of a select group of films shown at the Midcentury White House Conference on Children and Youth. This film was selected because it was believed to be one of the better family life films and because it was used I Published by the Oregon Coordinating Council on Social Hygiene and Family Life, 505 Education Center Building, 220 S.W. Alder Street, Portland 4, Oregon. extensively by the investigator1 in his work in parent education. This provided an Opportunity to sample many groups of the types of persons who usually attend film discussion meetings on child development and family rela- tions. The method used to evaluate the film was a questionnaire2 consisting of three types of questions: (1) background questions, (2) a series of multiple choice questions based upon the film scenes, and (5) comment questions. The first part of the questionnaire, consisting of background ques- tions and the multiple choice questions, was administered before the audience saw the film. The second part of the questionnaire, consisting of the same series of multiple choice questions, in addition to the comment questions, was administered after the film showing. «. Background Questions The background questions comprised the first page of the questionnaire. They included nine items: (1) Sex, (2) Age, (3) Schooling, (4) Residence, (5) Marital status, (6) Number of children, (7) Age of children, (8) Attendance at family relations meetings, and (9) Books and magazines IThe investigator was engaged in family relations programs as Family Life Specialist with the Federal COOperative Extension Service at Oregon State College, Corvallis, 1951-5. 2 See discussion of two trial forms in Ch.III; this and remaining chapters refer to final form.of the questionnaire. See Appendix B, the three question- na1r98e 10 read in the area of family relations.1 Multiple Choice Questions Development of a multiple choice instrument. Experi- mentation with different types of questions indicated that multiple choice questions were the most effective method of film evaluation attempted.2 The first_step in the , construction of questions was a thorough analysis of the film. Every word spoken in the film, including both dialogue and narration, was recorded in shorthand by a secretary. The investigator, after viewing the film repeatedly and with the aid of the secretary's trans- cription, divided the film into scenes. Each of the scenes was described briefly and this description was combined with the comments of the narrator and/or the dialogue of the actors. With this information as background data, the investigator attempted to determine what concept each scene tried to convey to those viewing the film. Three other professional persons who had used the film with groups were asked to give their opinions regarding the 1 The background questions were limited to these nine items. See discussion pp. 25-0. 2 See Appendix A for discussion of initial attempts at film evaluation. 11 concepts.1 Before any concept was selected, all four individuals agreed upon it. Once the concepts were determined, the next step was to construct questions that tested for acceptance or rejection of the concepts. One question was developed for each of the original scenes. The first part of the question was a short para- graph describing a situation similar to that in the film scene to be tested. At the end of the paragraph, a question was asked regarding the previous statement. Four foils were offered after the statement and question. One of the four foils was considered by the investigator to be a better answer than the other three. The audience members were re- quested to select the foil with which they most agreed. The set of questions was given to the audience to be checked just before seeing the film. Each person was asked to indicate a series of four numbers at the top of his ques- tionnaire; then, when filled out, the questionnaires were collected by the investigator. Immediately following the film showing, the second part of the questionnaire with the same series of multiple choice questions was handed out. 1 Curtis E. Avery, Director of the E. C. Brown Trust; Margie R. Lee, Staff Psychologist, E. C. Brown Trust; Shirley B. Poffenberger, Parent Education, Corvallis; A copy of the questionnaire and concepts were sent to the film producer who expressed satisfaction with the study. 12 The audience was again asked to check the foils which they believed to be correct, now that they had seen the film. It was made clear to each audience that they were.gg§ to check the foil which the.£ilm_seemed to indicate was correct, but the one which they themselves believed to be correct. Audience members were asked to indicate the same code number on this post~film questionnaire as they had put on the pre film questionnaire. This, of course, made it possible for the investigator to compare the pre and post film responses of each individual and it assured anonymity of the sample. Analysis of the multiple choice questions. The analysis of the data in the multiple choice questions seemed somewhat cumbersome when first considered. There was a possibility of twenty-five different combinations in the responses to each question. On the pre film questionnaire, for instance, a person might not have answered or he could have checked foils one, two, three or four. After seeing the film, the same five possibilities were offered. After all the responses were punched on I.B.M. cards and tabulated, the sample response was broken down into a five by five table. It was possible by this means to deter- mine how many checked foil number one on a particular ques- tion before seeing the film, and then, to check how many of these same individuals had indicated foil one, two, three or four afterwards, and so on for all possible shifts in any question. A check of each question, however, showed that 13 there was no need for this cumbersome method. Analysis of the data in this more involved manner did not give signifi- cantly different results from a more simple analysis of the totals checking each foil before and after seeing the film. The statistical analysis of the data in Chapter V, therefore , has been done in this manner. gurpose of the multiple choice questions. The multiple choice questions were constructed to measure two closely re- lated factors: (1) concept changes as a result of viewing a film.on family life, and (2) misconceptions conveyed by the film. (1) Concept changes It is important in the selection of a film to know what concepts are conveyed and how effec- tively. Ideally, this problem might have been approached from two aspects: (1) Does the audience member accept what the film.tried to convey? and (2) Does the audience member put into action the concept which the film tried to convey? Considering that the second of these could be measured only by a future contact with the audience member in a prac- tical situation, this would have been impossible to test within the limits of the present investigation. In regard to the first approach, it was believed that psychological concepts may be accepted by audience members intellectually but often are not accepted emotionally, and so are not put 14 into practice. It was assumed that intellectual acceptance may be the first step toward emotional acceptance of a con- cept, leading to utilization of a concept in future actions. The use of a film conveying sound concepts, then, can be Justified if audience members accept these intellectually. The multiple choice questions were designed to test whether or not the concepts illustrated by the scenes were accepted by audience members. By presenting the same set of questions before and immediately following the film show- ing, it was possible to compare the responses in order to evaluate the effects of the film.as indicated'by change or lack of change in response. (2) Misconceptions: Misconceptions were found by test- ing for correct concepts. Three of the four foils which answered each story problem question were considered to be incorrect interpretations of the film scene which the qustion represented. If an individual answered a question correctly on the pre test before seeing the film and incorrectly on the post test after seeing the film, provided the question was valid, it was believed that the audience member had acquired a misconception from the film scene. In a consideration of the problem of testing for miscon- Vceptions it was reasoned that if a concept were missed by a large percentage of the sample, it would indicate that: (a) the question was a poor one, (b) the audience was unable 15 to accept the concept, or (c) the film did not make the concept clear enough. Question and foil_construction. Careful phrasing of the questions after two trial tests, reduced the number of non-descriminative questions. One particular method of constructing foils was helpful. This method was to state the question in the story problem without the foils, leaving it open for any answer the individual believed was right. (Fig.1) Fig.1. Example of a method used to aid in the devel- Opment of foils for multiple choice questions. A six-year-old boy is afraid of a small dog. His father sees him draw away from the dog. The best thing for the father to do would be to: (Complete the sentence in a few words.) The above method was not used with any audiences in the present studyélhowever, the data collected in this manner with other groups gave an indication of possible misconceptions, and formed the basis for the development of both correct and incorrect foils to the multiple choice questions which were used in the present study. I" IThis technique was used on a sample of forty-two women attending the investigator's family life discussion meetings; it helped in the preparation of feils for the final form of the questionnaire. 16 Validity of the multiple choice questions. It was recognised that the value of the study depended to a large extent upon the validity of the story problem questions which were used. The investigator was aware that in some instances it seemed highly possible that the wording of the solutions to the story problems--the foils, rather than.the film.may have caused audience members to select a differ- ent response in the post film questionnaire than they had in the one filled out before the film showing. The prob- lem.was how the validity of such questions could be deter- mined. The question arose as to whether or not the questions with multiple choice answers should be treated as a test. If these could be treated as a test, then, the total sample could be divided into the upper and lower fifty per cent; an item analysis could be run, and a reliability coefficient could be computed. The major problem here was in terms of Objectives. The purpose was not to grade subjects from good to poor according to their responses to all the ques- tions-- rathen,it was to evaluate the film, scene by scene. A total score, then, would have been meaningless. What was needed was an analysis of each individual question. Treat- ing these as a test to be scored would not have helped in the construction of valid questions and foils, since high* and low scores could not be used as a criterion to judge l7 whether or not a foil was good or valid. It was believed, therefore, that the aforementioned method of establishing validity would not be useful. The method which was finally used in an attempt to establish validity was to present the questions to an audi- ence in one questionnaire. Below each question were three lines allowing the audience member to write in the reason for a change in response after the film showing, if such a change were made. (Fig. 2) Fig. 2. Example of presentation of question used in validation form of the questionnaire. Before After A six-year-old boy is afraid of a small dog. His father sees him draw away from the dog. The best thing for the father to do would be to: (check one) (1) Let the boy find out for himself that the dog won't hurt him (2) Urge the boy to go up and pat the dog (3) Tell the boy a story about a nice dog he had when he was a boy (4) Pay no attention to the situation Reason for change: If the addition of the statement which asked for the reason for change of an answer had been included in each 18 story problem answered by the total sample, this method of analysis probably would have proved to be sufficient as a test to establish the validity or lack of validity of the questions. Unfortunately, although the investigator was aware of the need for establishing validity of the questions throughout the study, the above approach was not develOped ' until the end of the investigation. At that time, the only sample available was a group of twenty-seven students en- rolled in a marriage and family class at the University of California, Davis. This group was the only one tested with this validation technique and the results, therefore, were considered in view of this limitation. Because of the size of the sample, no statistical analysis was made; however, the method seemed to be effective as a means of evaluating the foils, and it was believed that it did give some indication of validity. In nearly every case, the comments indicated what the student had in mind when he checked the foil after the film showing. The analysis of the twenty-seven questionnaires was also in agreement with the investigator's subjective evalu- ation of the questions' validity, which had occurred as an inevitable result of the many discussions held with audience members after the film showings where the questionnaire was used. The results of this study of validation were applied to the interpretation of the responses to these questions, appearing in Chapter V. 19 C. Comment Questions The comment questions were designed to measure two rather illusive factors: (1) emotional disturbance as a result of viewing scenes in a family relations film, and (2) help with problems that audience members received as a result of viewing the film. Emotional disturbance. The questionnaire given to audience members after the film contained a series of five questions which asked for personal comments about the film. Two questions which pertained to emotional disturbance were: What scene did you dislike most in the film? What, if anything, do you feel more concerned about after seeing the film? The investigator attempted to get the maximum response from the sample by the following method: meediately after the film ended, the post questionnaire was handed out to audience members. The discussion leader then requested that they turn to the comment questions at the end of the questionnaire and write in their comments about the film before checking their answers to the story problems for the second time.- The audience was further re- quested to write down whatever came to mind when they first read each question, and to give a reason for these remarks if they could. 20 Help with problems. Three comment questions were posed to reveal which scenes had been of most help to audience members. The questions asked were: What scene did you like most in the film? What, if anything, in the film helped you with any of your problems? Tabulation of comment qpestions. After the total samp- ling had been done, the investigator recorded the different types of responses to the comment questions in the 442 questionnaires. The responses to each question were classi- fied into twelve categories according to meaning and/or content. This breakdown was decided upon because of the limitation of the I.B.M. card column which was single-punched for each question designated in the questionnaire: however, the number of categories proved sufficient. The totals were tabulated, and all of the comment responses were compared for possible relationships to background factors. Because of the general phrasing of the questions, the audience had an Opportunity to express freely their feelings immediately after the film showing. The expressions which were of most value usually gave the reason for the comment which was made. It was therefore believed that it would be helpful to ask "why?? after each of the questions in any future questionnaire. 21 Summary In order to develop a method of film evaluation the film Palmour Street was selected for study. The method used to evaluate the film was a questionnaire consisting of three types of questions: (1) background questions, (2) a series of multiple choice questions based upon the film scenes, and (5) comment questions. Background questions. Background questions were in- cluded in the questionnaire to determine if different back- grounds cause individuals to react differently to the film, Palmour Street. The background items included sex, age, schooling, residence, marital status, number of children, age of children, attendance at family relations meetings, and familiarity with family life subject matter. Multiple choice_questions. Multiple choice questions were constructed to test for concept change and for miscon- ceptions as a result of viewing the film, Palmour Street. To construct the multiple choice questions, the following steps were taken: 1. The concept in each scene was determined. 2. A multiple choice question was constructed to test whether or not the concept in the scene was accepted or whether or _ not misconceptions regarding the meaning were conveyed. 3. Each question was phrased to describe as nearly as possible what had occurred in the scene to be tested. 22 4. In order to create questions that tested each major scene, it was necessary to record all dialogue and action in the film.to be sure of exactly what had taken place. 5. The questions were created to test for acceptance of the concept rather than for memory of what had occurred in the scene. 6. An attempt was made to determine the validity of the foils in each question by asking the audience members to write a few words saying why they had changed their mind, if they had, after seeing the film. Comment questions. Comment questions were included in the questionnaire to test for emotional disturbance as a result of viewing film scenes in the film, Palmour Street, and to determine whether or not audience members had been helped with problems as a result of viewing the film. These questions were: 1. What scene did you dislike most in the fihn? 2. What, if anthing, do you feel concerned about after seeing the film? 5. What scene did you like most in the fihm? 4. What, if anything, in the film helped you with any of your problems? 5. What, if anything, do you feel more satisfied with after seeing the film? 23 CHAPTER III THE RELATIONSHIP OF PRELIMINARY TESTING TO QUESTIONNAIRE CONSTRUCTION The questionnaire described in Chapter II was tested in two trial formslbefore the final construction. The pre- liminary testing of both forms played an important part in i the refinement of the questionnaire used in the study. The more significant findings of this preliminary testing have been described in the following discussions of: (1) back- ground questions, (2) multiple choice questions, and (3) comment\questions. Both Form I and Form IIZwere administered by the inves- tigator to groups studying family relations which were com- prised of women, most of whom were married and had children. Form I was filled out by fifty-two persons and Fbrm II by ninety-six persons. The two trial forms contained the three types of questions listed above, as did the final form. 130s Appendix B. Forms I and II were the trial forms; Form III was the final form. Background Factors Based upon the assumption that differences in back- ground might cause variation in the audience members' re- sponses to films, questions pertaining to some background factors were included in the questionnaire. In the first form of the questionnaire, a long series of questions was asked as a result of consultations with other persons who were interested in the investigation. Nineteen questions were posed as a result of the numerous suggestions which were recbived. Audience members were requested to consider each of their children and rate their social adjustment individually, to indicate the ages and sex of their children, and to evaluate themselves as parents. While the results of such questions were interesting, it was believed that they added little to the major objectives of the study. The inclusion of such questions also tended to focus the research upon the audience members rather than on the film. While such questions might have indicated some- thing about parent-child relationships, they revealed nothing of a fihm's effects upon audience members. Another disadvantage of these extraneous questions was the additional time required to fill out the questionnaire. It was found throughout the project that time was an Empor- 25 tant consideration.1 As a result of the trial testing of Fbrm I of the questionnaire, it was decided to include only those background items of: sex, age, schooling,resi- dence, marital status, number of children, age of children, and familiarity with subject matter pertaining to child development and family relations. 1 The film showing took twenty-seven.minutes, and a dis- cussion of the film had to follow, so it was necessary to limit the length of the questionnaire as much as possible. Twenty minutes, including time before and after the film showing, was considered the maximum which an audience should be asked to spend filling out questionnaires, especially since these persons were not aware when they attended that they would.be asked to participate in a research project. One positive aspect of the time spent in filling out questionnaires should be mentioned, however. Not only was there no objection on the part of audience members who were asked to do so, there were many favorable re- marks made that they enjoyed especially filling out the answers to the story problems, and that they believed they got more from the film because of theme 26 Multiple Choice Questions Testing the trial forms of the questionnaire enabled revision of the questions and foils. After reviewing the various responses to the multiple choice questions in Forms I and II, it was concluded that: (l) the story problem statement should describe the action and/or characters in the film scene it was to test, and (2) the foils should be phrased so that they tested for acceptance of the concept in a particular scene rather than for the audience_member's ability to remember what had occurred in the scene. Trial questions. In the first form of the questionnaire, some of the multiple choice questions stated the action of the scene which they represented and some did not. For example, in the first scene of the film, a group of mothers was shown waiting with their children in a Well Baby Clinic. One child.was shown crying and pulling at his mother while she spoke sharply to him and told him.to behave. A second child was sitting quietly on his mother's lap, smiling up at her while she smiled back. The narrator commented: "Children take after their parents in more ways than looks. What makes this difference in children? Could it be this difference in their parents?" 27 It was believed that this scene intended to convey the concept that attitudes and feelings which children have con- cerning themselves and the world about them are determined largely by the adults who rear them. The following question was devised to represent this concept although it did not describe the scene . A Korean war orphan was brought to this country at the age of six monghs to be brought up in an American home. When this child is sixteen years of age, which of the following people do you think his ersonality would probably be like? (check one) (1) foster mother and father (2) real mother and father (3) his personality would not be like either of the above- (4) you can't tell whom he would be most like Audience comments after filling out this type of ques- tion indicated objection because they were not based upon what had been seen in the fiLm. Also, after reviewing the responses to Fonm I, it was believed that the questions which described what had taken place in the film.scene were more meaningful as to interpretation of the responses. The differences in response to the pre test and the post test suggested that there was confusion on the part of many audience members, probably because the question was not presented as a scene in the film. It was decided, there- fore that the multiple choice questions should describe the film.in the statement of the story problem. 28 Testing_for concept acceptance. The multiple choice questions were designed to test for audience acceptance of the concepts believed to be represented by the film scenes. Analysis of the first form of the questionnaire, however, revealed that many of the questions were probably only test- ing for memory of what had occurred in the film scene. For example, in the dog scene, a six-year-old boy showed fear of a small dog. The father noticed his son's fear and patted the dog, showing his son that there was no reason to be afraid. The narrator commented: "Kenny is scared and that is natural, but it is not good for him to stay scared. Now that he is six years old, he is making up his mind whether he will be scared the rest of his life." It was believed that the intended meaning of this scene was that children often learn fear or overcome it by feeling the parent's attitude regarding the object or situation. Fig. a.illustrates the question in Form I which was designed to test this scene. Table 1. indicates audience response to the question. 29 Fig. 3. Question used in preliminary form of questionnaire to test the dog scene. A six-year-old boy was afraid of a small dog. The boy's father saw him draw away from.the dog. The best thing for the father to have done would have been to: (check one) (1) stay out of it and let the boy find out for himself that the dog wouldn't hurt him (2) chase the dog away ’(3) tell the boy not to be afraid (4) go up and pat the dog TABLE 1 RESULTS OF TESTING DOG SCENE IN PRELIMINARY FORM OF QUESTIONNAIRE No. of Foil Per cent Before Per cent After checked the film the film 0* c- o 1 19.3 0 2 O O 3 7.7 3.9 4 73.0 96.1 Total cases 52 52 *0 has been used, thus, to indicate no response to the question on the part of audience members. This is indicated as above in all tables pertain- ing to the story problem multiple choice ques- tions. 30 ’ The correct response to the question illustrated in Fig. 3. was foil number four, "Go up and pat the dog." By checking this foil, the audience member indicated the completion of the film.scene which was begun in the state- ment concerning the boy's fear of a dog. ’Of the sample tested with this form of the question, 96.1 per cent checked the correct foil after seeing the film. The examination of this and similar patterns of response to questions of this type led the investigator to believe that they tested for memory of what had been seen rather than for acceptance of the concept represented by the action. In the final form of the questionnaire an attempt was made to phrase the foils so that none of them described exactly what had taken place in the film. The final form of the question on the dog scene is presented in Fig. 4., and the data pertaining to the audiences' responses follow in Table 2. 31 Fig. 4. Question used in final form of questionnaire to test the dog scene. A six-year-old boy is afraid of a small His father sees him draw away from dog. the dog. The best thing for the father to do would be to: (check one) “ (1) '(2) (5) (4) let the boy find out for himself that the dog won't hurt him urge the boy to go up and pat the dog tell the boy a story about a nice dog he had when he was a boy pay no attention to the situation TABLE 2 RESULTS OF TESTING DOG SCENE IN FINAL FORM OF QUESTIONNAIRE No. of Foil Per cent Before Per cent After checked the fihn the fihm O 1.8 1.8 1 12.7 10.9 2 17.5 75.9 5 66.4 11.4 4 1.8 0 Total cases 442 442 32 Comment Questions In the first form of the questionnaire,1 all of the comment questions were asked in connection with the back- ground questions in order that individuals might elaborate on the the items which they had checked. It was found, how- ever, that very few persons made any comments and the ones which were made did not relate to the film. In the second form of the questionnaire, all of the questions which did not directly relate to the film evalu- ation were eliminated. All of the questions which replaced these were included to measure possible effects of the film. One question, "What is your biggest problem, if any, at the present time, with any of your children?" was asked in the questionnaire before the film. After the film, a question was included which asked if the film had helped with any problem. A few of the answers to these questions indicated that the audience members had obtained some helpful infor- mation from the film, but most of the written remarks were ambiguous or of such a general nature that they suggested the audience member's desire to please the discussion leader by writing something favorable. Over half the group indicated that they had received no help with their problems. Pansof the reason for this may have been the numerous types of problems which existed, as was indicated in these statements. 35 After a consideration of the responses to this question it was believed that it would be unfair to the film.to ex- pect that it would help audience members with a great vari- ety of personal problems. It was decided that it would also be unwise to infer to the audience by the inclusion of such a question that they might expect help with spe- cific problems as a result of seeing the film. For these reasons, the question was left out of the final form of the questionnaire. In Form II of the post film questionnaire, a series of questions asked whether or not the audience member was worried about himself and/or his children as a result of seeing the film, The individual was requested to check "yes" or "no" to these questions and if the answer was "yes", then he was instructed to comment. In most cases, very few checked "yes" and so there were few comments. It was found that then the request for comments was not related to the type of response, i.e., "yes" or "no," that audience comments were more frequent. This phenomenon.might have indicated resistance to admitting worry and/or commenting about ad- mitted worry, since there were more comments made in the final form of the questionnaire when the audience was only asked to comment on their feelings. The previous questions pertaining to worry were also considered to be too long. Each of these questions had three parts. The first one concerning worry about children was: 34 Has this meeting caused you to worry about any of your children? Yes No . If yes, what is it you are worried about? What was it in the meeting that caused you to worry? If these questions had been answered in full, it would have given valuable insight into the effects of the film. It was apparent, however, that audience members would not take time to analyze their experience and answer these questions. The comment question used in Form III regarding worry was, "What, if anything do you feel concerned about after seeing this film?". This question elicited more comments than all of the six previous questions in Form II. One of the reasons for this was believed to be the fact that the individuals felt free to put down whatever they wanted to when they read the question. All of the five comment ques- tions on the final form were of this less structured type. 35 Summary The questionnaire used in the study was tested in two trial forms before the final construction. The preliminary testing proved to be helpful in producing a more effective instrument. 1. 2. 3. 4. Some of the findings of the pre-testing were: Background questions should be included to investigate the film's effects rather than to study audience members. The questionnaire should be of such length that the test- ing could be completed for both tests within the limits of twenty minutes. The need to rephrase statements and foils, which was ac- complished by reviewing certain deficiencies in the two trial forms. In addition, two points of significance to the construction of the final form were decided upon: question (1) that each/should be descriptive of the film scene which it tested for concept acceptance; and (2) the ques- tions should avoid testing for memory of what had taken place in the film scene. The comment questions in the first two trial forms of the questionnaire were too long and involved, as suggested by the fact that audience members did not fill them out. In the final form of the questionnaire comment questions were, therefore, simplified and reduced in number. 36 CHAPTER IV CHARACTERISTICS OF THE SAMPLE The sample consisted of 442 persons: 281 adults attending family life meetings, 111 college students en- rolled in classes in.marriage and family relations, and 50 professional persons attending a family life education workshop. Family Life Meetings The major portion of the sample consisted of adults attending meetings pertaining to family life study which were led by the investigatOr. These adult groups were in- cluded in the study for two reasons: The first was that for the purposes of this research, selected groups were necessary. It was believed that if an evaluation of the effects of a film.were to be useful to those planning film programs, it should be based upon research conducted on those individuals who attended such.meetings. The second reason was availability. The film.cou1d only be shown to persons who were interested in seeing it; however, an at- tempt at representative sampling was made by including somewhat diversified groups in the sample. Adult audiences in various communities throughout the state of Oregon were shown the film, Palmour Street, and asked to fill out ques- 37 tionnaires before and after each film showing. The adult audiences included women in both rural and urban areas who attended extension meetings on family life study, and both men and women who attended public meetings in re- sponse to local announcements of the film showing and dis- cussion. Extension women. The Federal Cooperative Extension Service, located at Oregon State College, Corvallis, extended educational facilities to both rural and urban residents of the state. Women throughout Oregon formed district groups under the direction of the ExtensiOn service. These groups met regularly for educational programs of various kinds, one of which.was family life study. Four of these extension women's meetings were selected for the film showing and administration of the final form of the questionnaire. Three of these were included in the same rural area and were combined for analysis under the heading, "Eagle Creek Group." This group consisted of ninety women. The fourth extension group was from the town of Oregon City (pop. 9,000). This group consisted of fifty women. The term "Extension Women" refers to the above 140 women. Community groups. The film.was shown to five groups to which.the public had been invited in four Oregon communi- ties of varying pOpulation. These meetings were sponsored by the Extension Service but were held with the c00peration of local mental health agency representatives and/or PTA 38 All were evening programs to which both men and women were invited. The four communities where these evening meetings were held were: Florence (pop. 1,000), Roseburg (pop. 12,000), Corvallis (pep. 15,500), and Eugene (pop. 30,000). Question- naire data was collected at one film showing in each communi- ty with the exception of Eugene, where two meetings were held, one being under the auspices of a Presbyterian church which had requested a film-showing and discussion pertaining to family relations. College students. A group of 111 college students which included members of four classes in marriage and family re- lations, was included in the investigation in order to study student responses to a family life film. It was believed that the responses of students might differ from those of adults, especially parents, and that a consideration of the responses of young adults might be helpful to persons who were working with this age group pertaining to family life study. The student sample included a nearly one hundred per cent attendance of those enrolled in marriage and family classes at Oregon State College during the spring term, 1955. These individuals were believed to be representative of the students usually enrolled in such courses at Oregon State College, Corvallis. 59 Professional group. A group of fifty persons atten- ding a family life workshop for educators and persons pro- fessionally engaged in family relations programs was in- cluded in the sample. This meeting was held at Oregon State College in the summer of 1955. This group was included in the sample because it was believed to be of importance to investigate the responses of those persons who would be using such films professionally to the present family life film. This group was believed to be representative only of professional people attending workshops of this type at Oregon State College, Corvallis. The above fifty persons have been referred to in the study as the "Professional Group,“ and/or the I”Professional Workshop." 40 Background Factors '§g§;| The proportion of females (82.8 per cent) to males (17.2 per cent) in attendance was considered to be related to the subject matter which was discussed. It is generally expected that more women than men will attend meetings to study family life. The Extension Women's groups had no men in attendance since these were comprised of women members of the organi- zation. With the exception of the Florence group which in- cluded fewer men, the Community groups approximated two women to one man in attendance. In the College Students group there were about four women to each man in attendance. In the Professional WorkshOp group there were about twelve women to each man present. TABLE 5 BREAKDOWN OF SAMPLE ACCORDING TO SEX Film Groups Per.centhales Per cent Females . Total Extension: Eagle Creek 0 100.0 90 Oregon City 0 100.0 28 Community: Florence 14.5 87.7 42 Roseburg 59.4 60.6 55 Corvallis 55.0 65.0 20 Eugene 55.5 66.7 59 Eugene church 58.0 62.0 29 College Students 19.8 80.2 111 Professional 8.0 92.0 50 Total 17.2 82.8 442 I 41 Age. Almost two-thirds (61.5 per cent) of the sample were persons younger than forty years of age. The Eagle Creek Extension group (68.8 per cent) and the Professional Workshop group (64.0 per cent) were the only groups having more persons older than forty years of age than younger. The age distribution of the sample was as follows: About a third of the sample were younger than thirty years of age. The group having the highest percentage of indi- viduals in this age range was the College Students group with 98.2 per cent. About one-fourth of the sample were persons in their thirties, with the Roseburg group having the highest percentage (66.7 per cent). One-fifth of the sample were individuals in their forties, with several adult groups having about one-third of the members in this age range. Twelve per cent of the sample were in their fifties, with attendance in two adult groups as high as one-fifth of the group membership. The remaining five per cent of the sample members were sixty years of age or older. The highest percentage of persons in this age range occurred in the Eagle Creek Extension women's group (16.6 per cent), and in Eugene Church group (15.9 per cent); the remaining groups had none with the exception of Oregon City (5.6 per cent) and Eugene (2.6 per cent). 42 00¢ 0.0 0.HH 0.00 0.00 0.00 Haves om o 0.00 0.00 0.00 o.¢H magnate; Hecoammoeoem HHH 0 0 0 0.H 0.00 00000500 oonHoo 00 0.0a H.0H 0.0 0.0¢ H.0a sundae ocemsm 00 0.0 0.0a H.0m 0.00 0.0a ocowsm 00 0 0.00 0.00 0.00 0.00 naaampaoo 00 0 0.0 «.ma p.00 H.0H wasnonom m0 0 0.0 0.00 0.00 0.0 coconoam "prGzEEoo mm 0.0 o H.00 0.00 H.b hpao cowono 00 0.0a 0.00 0.00 0.00 0.5 £0090 oawwm "£0263 coancopKMII anoneez po>o use ahdeh made» naeoh unwoh proa 00000 00 00:00 00:00 00:00 00 noonb n050p0 Edam mad OB GZHQmoood mumfidm MES mo zgomm¢mmm d mumda 45 Educatign. The College Students group consisted of individuals who had completed from one to four years of college. Members of the Professional Workshop group had completed four or more years of college. The 281 adults attending family life meetings for the most part indicated a high educational level. Over one-third (56.7 per cent) had completed one or more years of college. Less than one- fourth of those attending (22.8 per cent) indicated that they had not finished high school. The Roseburg group and the Eagle Creek Extesnion were characterized by a lower percentage of persons having had some college education than the groups in the remaining part of the sample. The adult groups having the highest percen- tage of persons having had some college education were Corvallis with 65.0 per cent and Florence with 62.0 per cent. Approximately half the persons in the two Eugene groups in- dicated some college education. The remaining adult group, Oregon-City, included 50.0 per cent indicating graduation from.high school with the remaining members being about evenly dividdd: 21.4 per cent indicating eleven grades or less schooling, and 26.6 per cent indicating one or more years of college. 44 000 0.00 0.00 0.0a Hence 00 0.00H 0 0 nonmxaoa choamnomoam HHH 0.00H 0 0 mucoUSpm emoaaoo 00 0.H0 0.00 $.0H nondflo ecewfim 00 0.00 0.He 0.0a ocomsm 00 0.00 0.00 0.0 madambaoo 00 0.0a «.00 0.00 wasnomom 00 0.00 0.00 0.0 ooaoaoam "undonw thGSESoo mm 0.00 0.60 e.Hm hpfio eomoeo 00 0.0a 0.00 b.>0 aoono oawmm "nose; moannopxm omoHHoo Ho nameh noowaw euoH no Hepoa egos no H 0H nodwa0 HH 005090 Edam 0 mqmde ZOHB¢ODQm OE GZHQmOUU¢ mAmE4m mme mo zzomwoq choom ponEfiz cummso noqu opogmm oononacme N oHQEmm pace pom pace pom pcoo pom macaw OB mmOkmmmthQ QZDQmeo¢m mzmum Qflum¢r0 mm& to mzo AHom 0H mqm.oe+ m.mo m.mm coaefiano oz I mm. + on o.mm+ 0.40 o.mn chmmmmmwmmm I eo.m+ HHH H.mm+ m.bs e.me pcoespm Ho>oq oaoom ponESz owcmno Wwwmm ammwmm Qdoau lOO meadowmacwam N caasmm pcoo gem pcoo new name pom MZMOm ZOHB¢UDQM Kmm MMB b0 mmmma AHom OB mMozmSMmmHQ DZDOmomooq omoom ponESz mmcwno Acuwm cpomcm Q5090 .mam N camfiwm pace pom ucoo pom pcoo pom mszm momm Mme mo mmmme AHOm OB awozmmmmmHQ Qatomwxo¢m szE;mo b0 zomHmfipzco Hm mqm.>m m.n® paflflo one .I am. I am m.mHI p.5s m.mm cmaeaano oz O was H.0HI H.ms m.mm oaqasm Hapoe aoflmxmoa I ow.a+ om o.mmI O.¢© o.©w Hmcoammomopm Ho. ob.m+ HHH n.0nI m.mm 0.Hm pcoodpm Edam EHam Ho>oq oaoom nonEdz owcwflo aopmw chomom macaw .mam N oamfimm pace pom pace pom ucoo pom mzmom MEHBQmm Mae mo mbom qum 09 mmUzmmmmmHa QZDomoxo.HI nma b.mVI o.¢H b.m© 0905 no 039 I mH.HI ow m.o¢I $.00 m.b> oafino cso I mo. I om m.omI H.HH n.os coaoaano oz 0 use o.ooI «.HH e.oo oaoamm Hoooe . . . I . . oosmaaoa HQ > m+ on o «b o w 0 mo Homoammomoam I om.+ HHH b.me b.m $.00 paopspm Edam Hawk Ho>og oaoom panama ownmno nopwm onouom macaw .wam N oHQEdm pace pom pcoo pom ucoo pom mZMUm com mme mm mumma do magma qua 09 mmozammssom QZbomoaoam zHaemmo ac zomHmamaoo 106 1 Housecleaning Scene. In the response to this scene there was little evident difference between the number checking foil three before and after the film. However, Table 24 illustrates that the students and workshOp group made a significant shift to other foils after seeing the film. The group having one or more children changed little after seeing the film. The significant difference was in the shift made by the student and workshop groups to foil number four, "A mother could make a game out of housework." The group with children prefered foil number three, "Children could be made to feel that it is fun to work together." It may be that there is a tendency for parents to be too realistic to believe one can make a "game" out of housework. ISee Chapter IV for the question on the Housecleaning Scene and the results of testing the question on the total sample. 107 cononnno Ho. m.mI nod b.@ + 0.0m 0.9m once no 039 I mm. I we o.m + m.n© m.ao mango one o moo m.n I m.no o.mo onoamm Hooon I «n. + om o.» I m.om o.mo sonoanno oz . . . . . mommxnos Ho ma n + on o o I o we 0 on ammowmmmnonm Ho. wo.na+ HHH o.vHI m.om m.nb pacpdum Eaam aflam _ Ho>oq onoom nopfifiz owcwno nopnm ononom udonu .mnm N oaaamm name new name new name now mszm OZHze effective in giving helpful information regarding the ifilm's effect. The questions which were designed to bring (rut those parts of the fiLm which were helpful, did not do 530. The comments tended to be of a general nature and rarely nnentioned anything Specific in the film. One background factor was found to be consistently re- lmited to significant differences in reaction: having child- I'enor not having children. The fact that more factors were rust found to be significant may or may not have been due to tile inability of the test to measure them.adequately. 127 f In explaining the causes of audience response to the questions based on the film, the study indicated that the following may be hypothesized: 1. Audience members tend to remember what they see and hear but do not analyze the meaning of what is seen or heard. It is therefore difficult for many persons to apply the concepts in the film to other situations. 2. Any strongly emphasized remark or action tends to cause strong emotional feeling. Such scenes may create enough hostility or concern to keep some individuals from accepting the conceptsof the scenes. Implications for Future Research Rarely can any instrument of measurement be said to be either completely effective or completely ineffective. It is the belief of the investigator that the present method can be used with success to point out factors in a film which 'would be of decided help to those conducting film discussions. 'Ihe results of this research left no doubt in the mind of the investigator that anxiety was aroused in some persons as a result of viewing the film Palmour Street. The degree to which anxiety was aroused and whether or not it was a constructive or destructive emotion was not de- termined. Research should be done on anxiety which may be created by mental health and family life films, but before that can be done, a more refined instrument of measurement 128 is needed to determine degree and kinds of anxiety. In the main, the present investigation was not attemp- ting to study more than conscious reactions to a film. Fut- ure work in fihm study, if it is to prove useful in the study of anxiety, must develop methods which will investigate the inner feelings of audience members, whether they themselves are aware of them or not. Probably the most fruitful place to find such a method would be in the field of projective techniques. The short answer comment questions allowed audi- ence members to express freely their attitudes toward various aspects of the film, and such comments were particularly pertinent in indicating areas of concern. Short completion questions built around film.scenes might be more revealing. Questions regarding the characters in the film might also prove useful, i.e., what characters are best liked, or more important, least liked, and why. Research needs to be con- ducted with people who develop anxieties as a result of view- ing films. Such a study could be done by the use of a follow- up procedure. One of the points brought out in the present research was the possibility of conflict over seeing an ideal situation in a film and desiring that ideal situation for oneself, but believing its attainment to be impossible. The many comments made by women regarding their wish that their own husband could be like the one in the film could have a negative effect 129 on.family adjustment. This might be particularly true if husbands were urged to be like the father in the film. The implications of such possible conflicts need further investigation. This research indicated that concept changes do take place and that misconceptions do arise as a result of viewing family life and mental health films. Further research is needed to determine length of retention of correct or incorrect concepts. 130 APPENDIX A. ExPerimental Studies B. Questionnaires 131 APPENDIX A EXPERIMENTAL STUDIES Professional people who were actively engaged in showing educational films which were intended to help people with personal adjustment and family problems, dis- cussed the need to evaluate their programs.1 This led the investigator to devise a one-page evaluation sheet Which was later utilized in program evaluation by several of these persons. As a form of evaluation it proved to be somewhat inadequate, however, and the need for a more in- tensive approach to the problem.became evident. The investigator decided to undertake the problem of film evaluation and began developing a series of evaluation sheets and questionnaires. Three methods of film.svalua- ~tion were explored: (1) the film.discussion evaluation sheet mentioned above; (2) a rating scale test; and (3) a story problem.test. The third method formed the basis of the present study. The first two methods have been briefly discussed in the following sections in order to trace the development of the final questionnaire. ClMembers of the Oregon Coordinating Council on Social Hygiene and Family Life, Portland, Oregon 132 The First Method: Film.Discussion Evaluation Sheet In an effort to evaluate film programs in a manner which would be both quick and agreeable to persons who had just finished discussing a film, a single sheet of ques- tions was handed out to audience members. This form con- tained sixteen check list questions which were intended to standardize audience criticism regarding the film which they had just seen. Audience members were also asked to write a short evaluation of both the film and the discussion which followed. These evaluation Sheets were given to about one hundred persons who attended film showings and discussion periods led by the investigator. Those filling out this sheet were parents of one or more children. All of the meetings were held in urban locations in cooperation with P.T.A. and church groups. The following summary was based upon the investigator's experience with this method. Use of the Evaluation Sheet. The one-page evaluation sheet was designed to be used with any film.intended for use with family life or personal adjustment education. It was intended for leaders to compare group reaction to one film Idth.other fihms. Although the reaction as registered by this sheet proved to be somewhat superficial, it was found to be of some help in preparing a leader for future discus- sions with the same film. 135 Advantages of the Evaluation Sheet (1) (2) (3) (4) It can be used with any film discussion group It does not take too long to fill out. It gives some indication of group satisfaction with the meeting: the leader's discussion tech- niques, the film.and the discussion period. Con- structive comments enable a leader to develop better discussion techniques and/or use the film more effectively. It gives data which would be helpful to determine which films are most effective. This information would aid both distributors of films and persons selecting them.for future programs. Qisadvantages of the Evaluation Sheet (1) (2) ('3) The questions are too general. It offers little in the way of indicating possible emotional effects of the film. Many audience members do not fill it out completely because it calls for thought and written comments. 154 L \a o FIIM DISCUSSION EVALUATION SHEET How did the film affect you and your B. Put an X before the statements which personal concerns? (Mark K before express your feelings about the dis- statements which apply). cussion following the film. 1. Helped me understand myself better. 1. Clarified points in the film. 2. Helped me understand others better 2. Made me confused about the film. (family, friends, etc.). 3. Was not related to the fibm. 3. Disturbing to me but helpful. A. Helped me understand myself better. A. Disturbing to me and 993 helpful: 5. I wish I had not seen the film. 6. It did not touch on any of my 5. Helped me understand others better. 6. Pointless and a waste of time. 7. I didn't have a chance to partici- problems. pate. 7. I have no personal problems. 8. It didn't cover the things I wantec discussed. If the film was helpful to you, in what way was it helpful? How could the discussion have been improved? What did you like best about the film showing? what was the greatest weakness in the film showing?‘ What practical steps do you plan to take as result of this film discussion? What phase of personal, family, or community living would you like to know more about, as a result of this film showing? -Check with an X the phrase which expresses your feelings about the film. _ liked it Indifferent Disliked it. ,mmer comments (use back of sheet). 9 Y H-‘wV’ -..s.'.l . . r r . q. -_ . . u... ' 9'! ~_‘ .. . .. . e . ' ‘- . .. l' ’ .. ' ~ ‘ u {-w- I . - ‘ as - . . .. g . . 'e e I ,. Q: . , ‘ - .,'. 'v . , 'r e , u . . w . . '\ e . 6 l .J . e . . _ ‘ .. . \- . ..r- _ -a, . ‘ V 0' t ‘. .- - . ‘r‘ I r w ‘ ‘ ‘ I .' ' 1" ' ...I 1 . 4 a A , wmwv‘m , - Ia. -I'-O -- 1“ . ..-‘. . -... as. . ,u -..o .- N "H‘l..- II- I. - 91' - - q, . r.\ ' - . ‘ ' . . v- ..N . . U . . .- . . . . ‘37! z. . u' t .1. ., s . J. h , . , .- I .e~l— vu, » -,c) . . e. " u -. O . v '1 '0 . . x , .. _. e' v . r "\ ,._. ... .- .- , . . . . . .e. .’-' e e . ~ r'(‘ . e. .. w ' e I -e .. e . . He.- 2 I .. fi‘ .. . . e 1“ “5.- m‘a .v. 1-... u ..‘cru e' -. . a \ a e . ~ I' \< o. J 4 ~ .’ a. ' 0 ‘ a, . a e - .< e " . ..« . a " 'w.’ . . .\ .~.~ ..I . ¢ ‘ O O The Second Method: The Rating Scale Test It was decided that a form which might better evaluate films would be one designed to measure changes in audience thinking by comparing scores before and after film showings. Audience members were asked to check agreement or disagree- ment with.thirty statements. These statements were phrased to represent both satisfactory and unsatisfactory methods of child-rearing. ' Use of the Rating Scale Test. It was believed that a general test pertaining to family life subject matter could be used with.many family life films. An original intent of the use of this method was to compare the teaching qualities of various films. In order to do this, the same form was filled out before and after viewing the film.and the results compared. Although several variations of the rating scale were tested in an attempt to allow for differences in belief, it was evident that for this purpose a six-point scale as well as a three-point scale was no improvement over the original two-point rating of agreement or disagreement. Essentially, the basic inadequacy of this instrument was the fact that the statements were interpreted differently by audience mem- bers.' The test was tried on a sample of several hundred persons at meetings similar to those described in the discus- sion of the first method. 155 Advantages of the Rating_Scale Test. (1) (2) (3) (4) (5) The groups seem to enjoy filling it out. It serves to stimulate interest before the meeting and gives audience members a chance to feel they can contribute by taking part in evaluation of such programs. The statements tend to focus discussion on points which are desirable to bring out in such.a.meeting. The before and after scores can help a leader to determine what left the group with unsound concepts when such.are indicated. Confusion may be indicated in the prevalence of both changes, i.e., from wrong to right answers and right to wrong in regard to one particular statement. Many areas of subject matter can be covered. Disadvantages of the Rating Scale (1) (2) (5) (4) Simple statements may be interpreted differently. by each person so that meaning is not consistent. It is difficult to make test items which are clearly "right" or l'wrong". Seeing unsound ideas in print may reinforce faulty beliefs. Even though a person may indicate disagreement with a faulty concept, there is no way of knowing that his thinking was sound. 156 The Rating Scale Test This is an investigation of general public opinion concern- ing child rearing. The following are statements with which some peeple agree and others disagree. Please mark each one in the left margin, according to the amount of your agree- ments or disagreements, by using the following scale: f agree - disagree 0 don't know 1. The best place for children to get information about sex is from their parents. 2. You should let children know when you approve of their behavior. 3. A.husband and wife can have many disagreements and still be happily married. 4. Children should know what is right and wrong about most things by the time they are 3 years old. 5. You can't give any child too much attention. 6. When older children are mean to younger children, it indicates selfishness and Should be disciplined out of them. 7. Children.have no need of any sexual information before their teens. 8. Bed-wetters older than 3 years should be punished. 9. members of the family, even the nursery-school child, can help make some family decisions. 10. The father should have charge of the discipline of the children.’ 11. Children should be seen but not heard. 12. Children should make an effort to see their parent's viewpoint. 15. A.mother of young children should not take a job outside the home. 14. Boys and girls should.have a chance to acquaint them- selves with the viewpoints of others before setting up their personal goals. 15. 16. 17. 18. 19. 20. There are too many "experts" giving out advice to parents. , A child who is given lots of love and affection will more than likely be overly demanding. You can't make up for mistakes you make with children in early years. Children are better prepared for life if they have strong discipline. One of the most important things for children to learn is to keep the house clean. Children Should not be allowed to dance. Appendix 3 The Questionnaires Used in the Study 157 Trial Form I (Given before meeting) This is one part of a series of studies being con- ducted to gather information that will be helpful in devel- oping more adequate programs for parents throughout the state. By filling out the following questionnaire as frankly as possible you can enable us to locate strong and weak points in such programs. Your cooperation is deeply appreciated. Please check the answers to the following questions. 1. 2. 3. 01 e Are you a man? Are you a woman How many grades of school have you completed? . completed less than 5 years of grade school. completed 5 to 8 years of grade school. completed 1 to 4 years of high school. . completed 4 years of high school. . completed 1 to 4 years of college. . completed 4 years of college. 7. completed more than 4 years of“ college. 8. other schooling CDU'IDFOINH e Have you belonged to a study group in the last six months or so that met regularly to discuss children and family relations? (check) Yes No Check approximate number of times you attended. (1) once (2) 2 to s ______4(:s) to 6 __ (4) 6 to 10 (5) more than 10 (Comment) Other than study group meetings, howwmany other programs discussing children and family relations have you attended in the last six months or so? (check) (X) none (1) one (2) 2 to 3 (3) 4 to 6 (4) 6 to lo (5) more than 10 (Comment) Circle the number of'children.you have: none 1 2 3 4 5 6 7 8 9 10 ll 12 6. What is the age of your first child? (1) under 2 years (2) 2 to 6 years (3) 7 to 9 years ____(4) 10 ta—IS years ____(5) 14—53'20 years ____ (6) over 20 years ___ 7. What is the sex of your first child? (1) male (2) female 8. How satisfied are you with the adjustment of your first child at the present time? (1) Highly satisfied (2) Reasonably satisfied (5) Somewhat dissatisffi'd __ (4) Very dissatisfied—‘— (Comment) 9. What is the age of your second child? (1) under 2 years (2) 2 to 6 years ___ (3) 7 to 9 years __ (4) 10 ta’Ts years __ (5) 14 to 20 years __ (6) over 20 years 10. What is the sex of your second child? (1) male (2) female ‘ 11. How satisfied are you with the adjustment of your second child at the present time? (1) Highly satisfied (2) Reasonably satisfied (5) Somewhat dissatisze—d __ (4) Very dissatisfied:_ 12. What is the age of your third child? (1) under 2 years (2) 2 to 6 years (5) 7 to 9 years ___.(4) 10 t3~13 years ___.(5) 14’33 20 years.___ (6) over 20 years‘___ 15. What is the sex of your third child? (1) male (2) female 14. How satisfied are you with the adjustment of your third child at the present time? (1) Highly satisfied ___ (2) Reasonably satisfied (3) Somewhat dissatisfied ___ (4) Very dissatisfied ___ 15. What is the age of your fourth child? (1) under 2 years (2) 2 to 6 years ___.(5) 7 to 9 years __ (4) 10 tS—i’s years __ (5) 14 to 20 years '(6) over 20 years.___ -——' 16. What is the sex of your fourth child? (1) male (2) female 17. How satisfied are you with the adjustment of your fourth child at the present time? "“““’ (1) Highly satisfied (2) Reasonably satisfied (5) Somewhat dissatisfied (3) Very dissatisfied 18. How good a Job do you feel you are doing as a parent? (1) __ excellent (2) __ good (3) __ fair (4) __ poor 19. How good a job do you feel your (husband)(wife) is doing as a parent? (1) __ excellent (2) __ good (:5) __ fair (4) __ poor ‘.lfi-n n Trial Form I Film Evaluation Questionnairel I. A Korean war orphan was brought to this country at the age of six months to be brought up in an American home. When this child is sixteen years of age, which of the following ppOple do you think his personality would probably be more like? (Check one) 1) foster'mother and father 2) real mother and father 3) his personality would not be like either one of the above 4) you can't tell whom.he would be most like II. While a child of six.monthe has not yet learned to walk or talk, he feels and reacts to the world around him. The one thing he needs most at this age is to: (check one) 1) learn that mother can't wait on him.every minute 2)“ feel that mother loves him 5) _have good nourishing food 4) _be kept clean to prevent infection and illness III. A six-year-old boy was afraid of a small dog. The boy's fauher saw the boy draw away from the dog. The best thing for the father to have done would have been to:(check one) 1) stay out of it and let the boy find out for himself that the dog wouldn't hurt him 2) _chase the dog away 5) "tell the boy not to be afraid 4) go up and pet the dog IV. A threedyear-old boy wants to help his mother shell peas for dinner. Since he will get in the way more than he will help, what would be the best thing the mother could do? (check one) 1) _get him interested in something else 2)_ tell him he can help when he is a little older 3) give him.some peas to shell 4) let him sit next to her and tell him a story V. A.mother of four children was tired and busy putting the younger ones to bed. Her eight year old daughter asked her a question about her school lesson and the mother said, ”Oh, let me alone!" What do you think the mother should have done after she finished putting the younger ones to bed? (check one) 1. These same questions were givenfiboth before and after the film. - . . . D ‘ ‘ ' N , - s: 4 e - e . . , i ’ I " fl ‘ e s . ' | ' ‘ ‘ " I“ - - .. e . , 0 a o e e . I ‘I ' f r e f '. " ' e. ‘ w a - i ' ' ' ‘ . x ~ 'r Y . - . . , x , . I. ' _' 0 v ‘ e ’ ' - > v . r. , .-I . ‘ ‘ . ' s " \' \ ‘ . - . . . e ' " V . - ~ _. _ , e I . . . , - , 1 ' e, . . s . O \ v I . . .. . \ - t . L ‘ , . e 1 A. , ‘ . , e 1‘ - --.— . - - I . . v‘ ( ‘ " r - . _ \ . m - ... a. . . f ‘ ‘ ~_(. . - .' .-__ _,,_,_ ' O - e ‘ . .. . - h e.‘ - > ‘ <' ‘ _ - - ..- V '- f 1 ~ ) b ' ‘ . . . . O . A . l O . . ~ . . ' a - - ' - r f v y r'- 1 « r e 1 » l ,a . l ‘ \ . \, i . » ‘ - . . U . . . e . . " '. ' .A . . ‘1 . ‘ - . . , ‘, J _‘ - 45 n O . a , . . ' a .. V ‘ , , '. 9A ‘1 1 e. L . , _ . ‘ a" l . ,. .1 - - ..v e , - .‘ , J —. — , , i ~ A _‘ :4 - 'p \. _ - . A . . a . . .- , . V . . . . . - _ . .r - 1 I, ' ‘ '1' ‘ --. . . ' o. 1' 4 -, _ . ‘ I‘ . ' . . n" ‘ ~ - u . e . e u e a r I ‘ '— ' ' . . k a . .- 1. n l . - O r .. - _ e - ‘ e I ‘V g , ‘. ' .‘I 4 : ‘ ‘ ;. ‘ .. e ’ ‘1 ~ J. ‘ * - ~ 0 .. . I A O u - ‘ . ' .. ' v~ r. ’ , , .--.....-.._ e e I e n , ‘ , —\ . . . I (, . . :. _ , _ . . 4 a 9 , V , "\ 0_ . A - w a s ..v .——. n r _ '_ I . » . a ‘ I ‘ _ ‘ v) A I n . ~ .‘ “.' h .. e ‘ t e u r r . - ' .. . o . ‘ .. . ' . ‘ . . . .- , . .. . ‘ l . f’ ‘ s‘ . \ x . ,‘ I , ' . . a ‘ ." e 1 I- . -, n - . 1 ’r ‘ V .. ea 7. g .5 . e ‘ ' . . -\ ..- i e - ,, . O — ~4 ‘. : t e ‘ ' . _ ‘ y ,1 . .. , . v , y . r . ' . ' , . ' e 4 ' 9 l ' - . - - , - > .' J ’ n s _ ‘ .‘1 O. r. A r A . , . ' a r a l .. l I \ o. ,, I» ‘ a VI. VII. VIII. IX. X. 1) tell the daughter not to bother her again when she is putting the children to bed. 2) Just ask the daughter>what it was she wanted 3) ignore it this time but promise herself that she will do better next time 4) tell the daughter that she is sorry and ask her what it was she wanted When her adolescent boy lost his job his mother told him he was worthless. Soon after, he got into trouble with the law over stealing. Which of the following might be the most important reason for him to get into trouble? 1) _he got in with a bad crowd 2) “he felt worthless and didn't care what he did 3) he was probably a criminal type 4) he may have needed the money Occasionally a husband and wife quarreled in front of their children, but most of the time they were happy and affectionate toward one another. How do you think such an occasional quarrel would affect their children? (check one) _ 1) “it could permanently threaten their security “in the family 2) it could give them momentary alarm but have no lasting effect 3) it could make them.fear their parents 4) it would have no effect Meal time in.most families is the one time when all the family members are together. What do you feel is the most important thing at meal time? 1) a chance for parents to tell children What they have been doing wrong during the day 2) for children to get nourishment 3) for children to learn table manners 4) a chance for all to get to talk to each other A ten-year-old girl was told a story about sex by an older girl friend. She did not understand the story .and when she came home she asked.her mother about the story. Her mother should: (check one) 1) tell her to stay away from the girl 2) tell her that when she is older she will find ‘ out such things 3) explain the situation to her 4) tell her to put shch things out of her'mind A.mother who had to work during the day left a lunch on the table for her ten-year-old daughter before she left mam-5mm [war 9 ‘35.” 1 d e . - a‘ , . r, I .4 e - - I e " . I . ' _ . ‘ ' ' . .e f ,. . d e I. ‘ . ., A . . . . . . .. , , r . ‘ 1 . ' . . e u v . ' - O . _ . ‘ a. L - e t I e A , a e y ‘ . a ‘ e e A , , .- a _ ’ . . e- ' a C e ' e t. e . r e . .- . ‘ . . e . ’ . é e . ' i P ~ ‘ “ n \ ‘ e e | . e e C . ...- ..-. '5 . . .~e-—. , . .l‘ (w s . . f— . , . . ‘ . . .. . ...o.-.. x . ,- .._..-- . IA . 4 — u.» ..i \. ->.-. -- ..l . , e s r , . . f' ‘ O . . ‘ . . .. .- - . I 5 e - - -. , I ‘ . — . - ,— e .. .-- .. - , . I \ . - ..-. a.-. . _ ... . i ..-. .-- r».‘.. ’ . a’ e' e“- - e ‘v ..-. _ .- ._ - - _ e .. for work. The best reason for doing this is that it: (check one) 1) gives her needed food for the afternoon 2) brings her home from.school 3) helps to make her feel her mother loves her 4) it would be better if the mother did not put out a lunch XI. A.mother was spending most of her time with her nine months old child. The five-year-old became increasingly resentful and hurt the younger child whenever he got the chance. What should his mother do? (check one) 1) spend.more time with the older child 2) punish the older dhild 3) keep the older and younger child separated 4) tell the older child he should love and take care of the younger one !' e v a . .3 L .._ ._ -__ -- . _ r ;. r e -o 4... e-.. - l .. e- . ._ __ Trial Form II (Given before meeting) If you are a parent we are asking you to help us eval- uate this meeting by filling out the following questionnaire. This is one part of a series of studies being conducted to gather information which will be helpful in developing better programs for parents. Ybur answers and comments will be greatly appreciated. Instructions: Please check your answer to each question in the spaces provided. Disregard numbers at the end of spaces which are for purposes of coding only. A. General information 1. Male (1) Female (2) 2. How old were you on your last birthday? Under 20 (1) 20-29 (2) 30-39 (3) 40-49 (I) 50-59 (5) 60 or over (6) 3. How many children do you have? (Circle number) 0 l 2 5 4 5 6 7 8 9 . 4. Check the age groups that your children are in now: Under 2 years (1) 2-5 years (2) 6-9 years __(3) lOel3*years (4) 14-20 years (5) Over 20 years (6) 5. Homeany books have you read in the last year or so in the field of child study or family relations? None (1) One or two (2) Three to five (3) Six or more (4) 6. How many meetings have you attended in the last year or so in the field of child study or family relations? NOne (1) One or two (2) Three to five (3) Six or more (4) 7. Is your profession or training related to child study or family relations? Yes .11) No (2) 8. What is your biggest problem, if any, at the present time, with any of your children? Comment: ‘4‘ kt Y . o . . . . 1 e e I A y a . r _ , ., . . . 2 4 .J a a \ r . o _ y e a u ‘ e r . o . . . . . . e r I . \n/ , I e . , e 111‘\ a a e L . y a . V ‘ r . .. a .. . . _ . . . . e I ‘ c . Q ’ _ . ~ .e w a. \ . . e n . . A P A . . _ a.-. The following stories illustrate problem situations in family life. Please indicate which alternative you believe to be correct by checking the 923_answer in each set which most nearly describes your feelings about the situation. 9. 34. A six-year-old boy was afraid of a small dog. His father saw him draw away from the dog. The best thing for the father to have done would have been to: l) ___Iet the boy find out himself that the dog will not hurt him. 2) ___Chase the dog away 3) ___Tell the boy not to be afraid IO. 35. A three-year-old boy wanted to help his mother shell peas for dinner. Since she knew he would get in the way more than he would help, what should the mother have done? 1) ___Oive him some kitchen utensils to play with 2) ___Tell him.he can.help when she isn't so busy 3) ___Cive him.some peas to shell 4) ___Iet him sit next to her and watch 11. 36. A.mother of four children was tired and busy putting the youngest ones to bed. Her eight-year-old daugh- ter asked.her a question about school work, and the mother said, ”Oh, let me alone!" What do you think the mother should.have done after she finished putting the younger children to bed? 1) Tell the daughter it would be better not to bother her again when she is putting the children to bed 2) Just ask the daughter that it was she wanted 3) Ignore it this time but promise herself that she will do better next time 4) Show she is sorry and ask the daughter what it was she wanted 12. 37 A.woman took care of her niece's young boys while their mother worked. The woman spent most of her time playing with the younger child and was hard on the older child who became angry and threw rocks at the house. Why did the older boy become angry? 1) He didn't understand that the younger child needed more attention 2) He was jealous of the younger child 3) He didn't like his mother to leave him with is aunt 4) He felt left out 13. 38 In a family of four children where both parents worked outside the home, the family usually ate to- gether at only the evening meal. What would probably . . , A - . e A. .» ' » .. -L . s. .V - . C, r ' r . | I ! V n e «. . I . , ,n. . ‘ r I . ' ~ , . l I r r ‘ . r s . ‘ ‘ v 0 ,. \ I . ( ..‘ - . O ‘. -~ — I .\ L- '. '1 r \ v I \ . 1- y e .I I f‘ , e . 1 i .4 , I \ ' Q 1 ‘ d ‘1 . a . . ’ ‘.e f. i 1:, t s I . ' c .1. ' , ,4 | x a a“. l (V. L - . . . .-. . - . o _ - - . - f. o e K.‘ K -..——. D . . ’ . ‘ S - .. ... \ _ :a. I Q >§ a a . .’ .-. . t. a r‘ 4 .- . .xn ~' " " e t .r- ‘s e ' ‘ ‘ e '. .. . I. .3 ‘ A ' x w - l s 5 J ‘ :7 ( ' .e :+ ‘5 —4.—. a . r; . r; . 7 s '-' . a e . Y . l ‘ ‘ I e - \ a . - N ' A ' r r r ( e c .L-" ' — -. .u . 7 x . “a , J e . .\ . . . . . -. -..l , . _.. --..-. . ‘-- -‘ . ‘v - . , - ; I. ,' > r ,‘ Iv ~| . l — '- 14. 15. 16. 17. 39. 40. 41. 42. be the most important thing they could have at this meal? 1) A well-balanced meal for the children 2) A chance for the parents to find out what their children have been doing all day 3) An opportunity for the children to learn table manners from their parents 4) A chance for all to enjoy each other A.husband and wife quarreled in front of their children, but most of the time they were happy and affectionate toward one another. How do you think such a quarrel would affect their children? 1) It could permanently threaten their secur- ity in the family 2) It could give them momentary alarm.but ave no lasting effect 3) It could make them fear their parents 4) It would have no effect A grade school girl was told a story about sex by an older girl friend. She did not understand the story and when she came home she asked her mother about the story. The best thing her mother could do would be to: l) Discourage her from seeing the older girl 2) Tell her that when she is older she will explain the story 3) Talk to her about the situation 4) Explain reproduction to her A.mother who had to work outside the home during the day always left a lunch on the table for her tendyear-old daughter before she went to work. The best reason for doing this is that it: 1) Tides her over until supper 2) Brings her home from.school 3) Helps to make her feel her mother loves her 4) Makes her feel that she is having a party A mother was busy cleaning house, preparing for a party that evening. Three of her four children, ages three, five and ten years were in the house. What would be the best thing for this mother to do? 1) Have the teneyear-old take care of the . u ‘ 1 I I , , ‘ .. _ \ . y - A ' . - »— ‘ . 4 . ' . .\‘ __ " ‘ r ‘ ‘ I u 'w I [w . i . ‘ L t . . .— ‘ . . , I ‘ , v V 4" t A ' . — ' i ‘ i . I . . V _ . . . — ‘ V I , . ‘ . ‘ 1 , ‘ ‘ ‘ '- e . . ‘ . L > ‘ r. .. , ‘ w \I ‘ ‘ I ._ ‘ J ‘ , , .‘ v ‘ . , .e s e ‘ . ‘ I ‘ I . _ ‘ I O ’ I e‘ , . ' O . . . , e . ‘V ' O . .4 - e ‘ . h I . , ‘ ‘ ‘ e ' . i. e ' ‘ e ' I |- .‘ . I . . . a ' .' t . . ' . .. A I < ,.‘ A 'V ' -\. . ' , ’ V . e e g 1 ‘, . , ‘ . ' . u (l . . _ 0 f p. . . A e 7” ' ' ' e . . . w ' D . . L .- ‘ P . . e _ . v _ . . . I ' - .‘ . ) v! f . ' c e - .. -. . ~ \ e x r’ . w J V 4. >-v- -—o a . . i v - ‘ f ~- --A- g ‘ e b' " i 4 ' ' e . . . ‘ " .\ ‘ ‘ .‘ ,‘ L ' . - - - , .. . - . ‘.., e n‘. V . ‘ -1 J '-" ) . - m--- l ’- -.- -..,_ u . , e... . u - .— . . . 1“ a y ‘ *. _~ e.‘ 'a l . - \ .— . -.... n .-.. _ .. _‘ . . . -‘ a, .', 18. 43. 19. 44. 20. 45. younger ones until the mother has finished with her work 2) ‘ Ask the children to go outside and play 5) Give each child a Job he can do 4) Go on with.her work and let the children go on with their play A father came home tired from.his Job and sat down to rest. His two young sons wanted to take off his shoes. The older boy was able to get one off without any trouble but the younger one was having difficulty with.his. What should this father do? 1) Tell the boys to leave his shoes alone 2) _Teke off the other shoe himself 5) :Help the younger boy a little 4) “Let the younger boy learn to do it himself A.mother was in the middle of a big wash when she noticed her ten-year-old daughter and two girl friends were dancing to records on the porch. Which of the following should this mother'have done? 1) ”Leave her wash and spend some time dancing with them 2) :Finish the wash.and spend some time dancing with them 3) —Tell them they shouldn't be dancing 4) Just go on with her wash A five-year-old boy was scolded repeatedly by his aunt until he became afraid of her. The family was sitting on the porch with.some other adults when his aunt walked up. The little boy took one look at her and ran crying into the house. What should the parents do? 1) Pay no attention 2) “Call back the boy and get him.to say he is sorry 3) “The mother should go after the boy and soothe him 4) The father should go after the boy and soothe him. ...7 m ...1 n. v - , e- ‘ ‘ e . ’ , ’ ¥ '. u--- e... . . v -. l Finalevaluation (Given following meeting) We are asking you to answer a few more questions after participating in this meeting. The information in the ques- tionnaire plus that in the one filled out before the meeting will help us evaluate the effectiveness of this meeting. Thank you for your cooperation. 21. Has this meeting caused.you to worry about any of your children? Yes (1) N0 (2) 22. If yes, what is it you are worried about? 23. What was it in the meeting that caused you to worry? 24. Has this meeting caused you to worry about yourself in any way? Yes - (1) No (2) 25. If yes, what is it you are worried about? 26. What was it in the meeting that caused you to worry? 27. Has this meeting made you feel more satisfied with your- self as a parent? Yes (1) No (2) L These comment questions were given following the film along with the same multiple choice questions given before the film. 28. If yes, in what way are you more satisfied?. 29. Has this meeting made you feel more satisfied with your children in any way? Yes (1) No (2) 30. If yes, in what way do you feel more satisfied? 31. What was it in the meeting that made you feel more satis- fied? 52. In the questionnaire you filled out before the meeting began, you were asked what you felt was your biggest prob- lem.with any of your children. Do you feel this meeting helped you with that problem? Yes (1) No (2) 35. If yes, What way did it help you? Numb Final Form of HE _20 Code er_______ Questionnaire 4 5 Film Evaluation Questionnaire (Part I) We are asking you to help us evaluate the film you are about to see by filling out two questionnaires—one before ard one after the film. The information which you give will be helpful in developing better family life programs. Your answers and cements are greatly appreciated. Instructions: Please chfilg your answer to each question in the spaces provided. Disregard numbers in parentheses which are for purposes of coding only. 1. Male (1) Female __ (2) 2&3. Age to nearest birthday Years. Draw a circle around the highest school grade you completed. 4. Grade 1 2 3 4 5 6 '7 8 9 10 ll 12 5. College 1 2 3 I, ' 6. Post Graduate 1 2 3 4 7. Where do you live? City (1) Small town (2) Country _. (3) 8. What is your marital status? Single __ (1) Married __ (2) Divorced __ (3) Widowed __ (4) Divorced but remarried __ ( 5) Widowed but remarried __ ( 6) 9. Circle the number of children (your own or foster) you have. 0 1 2 3 l. 5 6 7 8 9 e 10. Check the age groups that your children are in now. Under 2 years (1) 2—5 years __ (2) 6-9 years (3) lO-lBIyears :4) 14-20 years __ (5) over 20 years __ (6) 11. Indicate your attendance of child study or family relations meetings in your community. __ (1) Always attend such meetings __ (2) Usually attend such meetings __ (3) Seldom attend such meetings __ (4) Never attend such meetings 12. How would you rate your reading of books or magazine articles on child study ' or family relations? __ (1) Always looking for such reading __ (2) Usually read such subjects when I see them __ (3) Seldom read such subjects __ (1.) Never read such subjects Page 2 lbs following stories illustrate scenes from the film you are about to see. Please indicate which alternative you believe to be correct by checking the 992, answer in each set which most nearly describes your feelings about the situation. 13. A six-year old boy is afraid of a small dog. His father sees him draw away from the dog. ‘Ihe best thing for the father to do would be to: (check one) (1) Let the boy find out for himself that the dog won't hurt him ___(2) Urge theboytogoupandpat the dog __ (3) Tell the boy a story about a nice dog he had when he was a boy __ (4) Pay no attention to the situation 14. A three-year old boy is in the mother's way because he wants to help her shell peas for dinner. What should this mother do? (check one) __ (1) Give him some kitchen utensils to play with __ (2) Tell him he can help when he is older __ (3) Cdve him some peas to shell outside (1.) Let him put the silverware on the table for dinner 15. A mother of four children is tired and busy putting the younger ones to bed. Her eight-year old daughter asks her a question about school work and the mother says, "911, let me alone" What do you think the mother should do after putting the younger children to bed? (check one) ' (1) Tell the daughter not to bother her when she is putting the children to bed (2) Just ask the daughter what it was she wanted (3) Ignore it this time but promise herself that she will do better next time (4) Tell the daughter that she is sorry and ask her what it was she wanted 16. Occasionally a husband and wife quarrel in front of their children, the husband even threatening to hit the wife, but most of the time they are happy and affectionate toward one another. What effect could such occasional "blow—ups" have on their four children? (check one) __ (1) It could seriously threaten the children's security in the family __ (2) It might give them momentary alarm - but nothing else .__._ (3) It might be beneficial for them to see that bad feelings can be expressed once in awhile __ (1.) It might make them fear their father Page 3 17. A father comes home tired from his Job and sits down to rest. His two young sons want to take off his shoes. The older boy is able to get one off without any trouble but the younger one is having difficulty. What should this father do? (check one) __ (1) Show the younger boy how to take off the shoe __ (2) Thank both the boys for helping take off his shoes _._ (3) Let the younger one learn to do it himself __ (1.) Take off the other shoe himself 18, A mother is in the middle of a big wash when she notices her ten-year old daughter and two girl friends dancing to records on the porch. Which of the following should this mother do? (check one) (1) Visit with them for a few minutes __ (2) Ask the daughter to help hang the clothes __ (3) Leave her wash and show the girls how to dance __ (4) Just go on with her wash 19. A teen-age boy loses his job and soon after is caught stealing. Assuming that the following are true, which might be the major reason for his stealing? (check one) (1) His mother has told him he is not good enough to keep the job (2) His mother thinks the boy is a failure __ (3) His mother will not listen to the reason for his losing the Job __ (4) His family needs money 20. In a family of four children where both parents work outside the home they only eat one meal together. What can this meal best offer the family? (check one) (1) Plenty of good, nourishing food (2) An Opportunity for the children to learn table manners from their parents __ (3) A chance for the parents to find out what their children have been doing all day __ (4) A chance for all to enjoy each other 21. An eight-year old girl is told a "dirty story" by an older girl friend. She shows indifference to the story. What might be the most likely reason for her attitude? (check one) (1) She is too young to be interested __ (2) Her mother has told her it is better not to pay attention to such stories __ (3) Her parents have seen to it that she knows about sea: and human reproduction (4) Her mother has always answered any questions she has asked about sex 1'7. 18. 19. 20. 21. Page 3 A father comes home tired from his job and sits down to rest. His two young sons want to take off his shoes. ' The older boy is able to get one off without any trouble but the younger one is having difficulty. What should this father do? (check one) __ (1) Show the younger boy how to take off the shoe __ (2) ‘Ihank both the boys for helping take off his shoes _. (3) Let the younger one learn to do it himself __ (1.) Take off the other shoe himself A mother is in the middle of a big wash when she notices her ten—year old daughter and two girl friends dancing to records on the porch. Which of the following should this mother do? (check one) (1) Visit with them for a few minutes __ (2) Ask the daughter to help hang the clothes __ (3) Leave her wash and show the girls how to dance __ (4) Just go on with her wash A teen—age boy loses his job and soon after is caught stealing. Assuming that the following are true, which might be the major reason for his stealing? (check one) (1) His mother has told him he is not good enough to keep the job (2) His mother thinks the boy is a failure __ (3) His mother will not listen to the reason for his losing the job (4) His family needs money In a family of four children where both parents work outside the home they only eat one meal together. What can this meal best offer the family? (check one) (1) Plenty of good, nourishing food (2) An Opportunity for the children to learn table manners from their parents ...— (3) A chance for the parents to find out what their children have been doing all day _____ (4) A chance for all to enjoy each other An eight-year old girl is told a "dirty story" by an older girl friend. She shows indifference to the story. What might be the most likely reason for her attitude? (check one) (1) She is too young to be interested (2) Her mother has told her it is better not to pay attention to such stories ____,(3) Her parents have seen to it that she knows about sex and human reproduction (4) Her mother has always answered any questions she has asked about sex 22. 23. 25. Page 4 A mother has to work outside the home while her child attends school. She leaves the child an afternoon "snack" every day. The best reason for doing this is that it: (check one) (1) Brings her daughter home from school (2) Keeps her from raiding the kitchen _.__. (3) Gives her needed food for the afternoon __ (1.) Lets her know that her mother is thinking about her A woman takes care of her niece's young boys while their mother works. The aunt spends most of her time playing with the younger child. One day the older child became ry and threw rocks at the house. Why did the older boy become angry? check one) (1) He doesn't understand that the younger child needs more attention (2) He is jealous of the younger child (3) He dislikes the aunt for the way she acts (1.) He dislikes his brother because he gets all the attention A five—year old boy has been scolded repeatedly by his aunt until he be- comes afraid of her. The family is sitting on the porch one day with some other adults when his aunt walks up. The little boy takes one look at her and runs crying into the house. What would be the most important thing for the parents to do? (check one) (1) Have a talk with the aunt (2) Call back the boy and get him to say he is sorry (3) The mother should go after the boy and comfort him (1.) The father should go after the boy and assure him that his aunt loves him A mother is cleaning her living room, getting ready for a party. All three of her children are helping enthusiastically. How might such coop— eration be achieved? (check one) (1) Children could be offered a "treat" in return for their help (2) Children could be helped to understand that everyone has his job to do. __ (3) Children could be made to feel that it is fun to work together __ (4) A mother could make a game out of housework ’s Code Number HE 4-205 Page 5 Film.Evaluation Questionnaire (Part II) The following questions are the same as those you filled out before seeing the film. Please indicate which alternatives you believe to be correct now that you. have seen the film. 26. A sixeyear old boy is afraid of a small dog. His father sees him draw away from the dog. The best thing for the father to do would be to: (check one) (1) Let the boy find out for himself that the dog won't hurt him (2) Urge the boy to go up and pat the dog (3) Tell the boy a story about a nice dog he had when he was a boy (4) Pay no attention to the situation 27. A three-year old boy is in the mother's way because he wants to help her ‘ shell peas for dinner. What should this mother do? (check one) _____(1) Give him some kitchen utensils to play with _____(2) Tell him.he can help when he is older _____(3) Give him some peas to shell outside _____(4) Let him.put the silverware on the table for dinner 28. A mother of four children is tired and busy putting the younger ones to bed. Her eightfiyear old daughter asks her a question about school work and the mother says, "Oh let me alone?" What do you think the mother should do after putting the younger children to bed? (check one) (1) Tell the daughter not to bother her when she is putting the children to bed. (2) Just ask the daughter what it was she wanted _____(3) Ignore it this time but promise herself that she will do better next time (4) Tell the daughter that she is sorry and ask her what it was she wanted 29. Occasionally a husband and wife quarrel in front of their children, the husband even threatening to hit the wife, but most of the time they are happy and affectionate toward one another. What effect could such occasional "blow-up" have on their fbur children? (check one) (1) It could seriously threaten the children's security in the family (2) It might give them momentary alarm - but nothing else _____(3) It might be beneficial for them to see that bad feelings can be expressed once in awhile (4) It.night make them.fear their father Page 6 30. A father comes home tired from his job and sits down to rest. His two young sons want to take off his shoes. The older boy is able to get one off without any trouble but the younger one is having difficulty. What should this father do? (check one) (1) Show the younger boy how to take off the shoe (2) Thank both the boys for helping take off his shoes __ (3) Let the younger one learn to do it himself (1.) Take off the other shoe himself 31. A mother is in the middle of a big wash when she notices her ten-year old daughter and two girl friends dancing to records on the porch. Which of the following should this mother do? (check one) (1) Visit with them for a few minutes __ (2) Ask the daughter to help hang the clothes __ (3) Leave her wash and show the girls how to dance __ (4) Just go on with her wash 32. A teen-age boy loses his job and soon after is caught stealing. Assuming that the following are true, which might be the major reason for his stealing? (check one) __ (1) His mother has told him he is not good enough to keep the job __ (2) His mother thinks the boy is a failure __ (3) His mother will not listen to the reason for his losing the job __ (4) His family needs money 33. In a family of four children where both parents work outside the home they only eat one meal together. What can this meal best offer the family? (check one) (1) Plenty of good, nourishing food __ (2) An opportunity for the children to learn table manners from their parents __ (3) A chance for the parents to find out what their children have been doing all day _ . _.. (4) A chance for all to enjoy each other 34. An eight—year old girl is told a "dirty story" by an older girl friend. She shows indifference to the story. What might be the most likely reason for her attitude? (check one) (1) She is too young to be interested (2) Her mother has told her it is better not to pay attention to such stories ____.(3) Her parents have seen to it that she knows about sex and human reproduction (4) Her mother has always answered any questions she has asked about sex 35. 36. 3'7. 38. Page 7 A mother has to work outside the home while her child attends school. She leaves the child an afternoon "snack" every day. The best reason for doing this is that it: (check one) (1) Brings her daughter home from school __ (2) Keeps her from raiding the kitchen __ (3) Gives her needed food for the afternoon __ (4) Lets her know that her mother is thinking about her A woman takes care of her niece's young boys while their mother works. The aunt spends most of her time playing with the younger child. One day the older child became angry and threw rocks at the house. Why did the older boy become angry? (check one) (1) He doesn't understand that the younger child needs more attention (2) He is jealous of the younger child (3) He dislikes the aunt for the way she acts __ (4) He dislikes his brother because he gets all the attention A five-year old boy has been scolded repeatedly by his aunt until he be— comes afraid of her. The family is sitting on the porch one day with some other adults when his aunt walks up. The little boy takes one look at her and runs crying into the house. What would be the most important thing for the parents to do? (check one) (1) Have a talk with the aunt (2) Call back the boy and get him to say he is sorry __ (3) The mother should go after the boy and comfort him (4) The father should go after the boy and assure him that his aunt loves him A mother is cleaning her living room, getting ready for a party. All three of her children are helping enthusiastically. How might such cooperation be achieved? (check one) (1) Children could be offered a "treat" in return for their help ( 2) Children could be helped to understand that everyone has his ,job to do __ (3) Children could be made to feel that it is fun to work together (4) A mother could make a game out of housework -)(-****** Page 8 39. What scene did you like_most in the film? 40. What scene did.you dislike most in the film? 41. What, if anything, in the film.has helped.you with any of your problems? 42. What, if anything, do you feel concerned about after seeing this film? 43. What, if anything, do you feel more satisfied with after seeing this film? April, 19 53 1. 10. ll. 12. BIBLIOGRAPKY Dale, Edgar. Audio-fl isual Methods in Teaching_. New York: Dryden ITess, 1943. 7th printing. 546 pp. Do "Motivation" and "Participation" Questions Increase- Learning? Educ.Screen. Vol. 26-7. May '47. Freeman, Frank N. Editor. Jisualquucation, A Compara- tive Study of fiction Pictures and Other nethods of In- struction. Chicago: U. of Chicago Press. 1924. 591 pp. Hoban, C. F. Focus on Learning. Amer. Council on Educ. ----— Y.ashington, D.C. 1942. 172“ pp. Movies that Teach. New York: Dryden Press. 1946. 189 pp. Kidd, J. Roby and C.R.Storr. Film Utilization, A Hand- book for Leaders. Toronto: Canadian Assoc. for Adult Educ. New York: Educ. Film Library Assoc. 1951. 47 pp. Kishler, John P. Effects of Prestige and Identification Factors on Attitude Restructuring and Learning from Sound Films. Tech.Report SDC 269—7-10 (Rapid Mass Learn- ing) Penn State: Penn State College. Mar.'50. 11 pp. Lee, Marnie R. Background Story. The Coordinator. 1:5 Portland, Oregon: E.C.Brown Trust. Dec.'52 Long, A.L. Ch.V. Research in the Educational Film Field. Film and Education. Edited by Godfrey M. Elliott. New York: PhilOSOphical Film Library. 1948. 597 pp. Martens, Marjorie S. The Effect of Mental Hygiene Films on Self-Regarding Attitudes. Penn State College, In- structional Film Research Promram. Tech. Report SDC 269- 7- 22. July '51. Middlewood, Esther L. Mental Health Films in Community Education. Amer. J. of Orthopsychiatry. 21:1, Jan. '51. p. 47-55. Miles, John R. and C.R.Spain. Audio-Visual Aids in the Armed Services. Washington, D.C.: Amer.Counci1 on Educ. 1947. 96 pp. 158 w..- 1‘ 15. 14. 15. 16. 17. Motion Pictures in Education, A Summary of the Literature, compiled by Edgar Dale, Fannie W. Dunn, Charles F. Hoban, Etta Schneider, under the auspices of the Committee on Motion Pictures in Education of the Amer.Council on Educ. New‘York: H.W.Wilson Co. 1958. Prados, Miguel. The Use of Films in Psychotherapy. Amer. J. of Orthopsychiatry. 21:1, Jan. '51. pp. 40-5. Sillars, Robertson. How to Evaluate Films for Community Use. Film Council of America‘"How-To-Do-Itsw. Chicago. 1950. 15 pp.‘ Vandermeer, A.W. Effects of Film-Viewing on Learning from Instructional Films. Tech.Report SDC 269-7-20, Penn State College. 1951. 12 pp. Wittichg Walter A. and J.G. Fowlkes. Audio-Visual Paths to Learning. New York: Harper Bros. 1946. 165 pp. 159 ex. t... «\q ”U {III 03...... ”U flu Oct 25 '56