EXPECT I711.“ .JrF CHID ACTIVI ‘ k L. "w M ’T‘h' mI‘AfNj .YI Wink I J . t, N’? SCHJQL F'U. JF‘}*'}1.N1)E.}L"3 »? i' 4: THE FUNCTION OF CLUB ACTIVITIES IN A STATE‘TflflflNING SCHOOL FOR MALE JUVENILE OFFENDERS by James Richard Clausen A PROJECT REPORT Submitted to the Department of Social Work, Michigan State College, in Partial Fulfillment of the Requirements for the Degree of MASTER OF SOCIAL WORK August 1954 Approved: 6? [.R’WMWWL K‘fHead of Departmefit £1.21.) , .x/ XVNCIZ¢L¢L5%( /(;€nsidered in a more detailed manner in another chapter. The department is working on another proj- ect which is in an effort to establish a summer camping pro- gram. Two cottages would go at one time and a social worker, recreation leader, and teacher would be included in the group. It is a plan which would provide an atmosphere free from the stigma and headers of institutional living and routine. 49 The ngulation The capacity for the Boys' Vocational School, in terms of Operating effectively, has been established at a maximum of 550 boys. However, in recent years, the enroll- ment has been consistently above this figure and frequently well over 400. Today, thereeme approximately 1200 boys under the guardianship of the institution and about 800 of these are on release status. A recent study of new admission by Walter Chun, a similar study made by the Psychological Clinc, and a Sum- mary of Boys Entering During 1955, will be used to present a description Of the pOpulation.55 About twenty-five percent of the boys come from Wayne County, and about eighty percent from below the Muskegon-Saginaw line. Nearly ninety percent of the boys come from urban areas. The average age at commitment is fifteen years with about two-thirds Of the population eitha* fifteen or older. The twelve and thirteen year Olds repre- sent about thirteen percent Of the population. About a quarter Of the boys are Catholics and the remainder classi- fied as Protestants. Approximately eighty percent are White, sixteen percent Negro and the remainder either Mexican or ——~ 55Walter P.S. Chun, "The Intake of Boys' Vocational School," (Unpublished M.S.W. Thesis, School Of Social Work, University of Michigan, 1954), p. 22-50. See also Appendix III. 50 Indian. Nearly half of the boys come from broken homes with over three-fourths Of them living with their natural mothers. The most common reason for commitment is for an of- fense against property and most frequently they are larceny, breaking and entering, and unlawful driving away of an auto- mobile. There does not appear to be any consistency in the number of Offenses before commitment. They range from one to over forty with the most frequent being less than six, accord- ing to Mr. Chun. The typical boy falls within the average range Of intelligence with the total pOpulation showing less frequency at the high and low Of the Wechsler populations. The academ- ic retardation averages between three and four years. A variety of personality characteristics have been described but none seem to have been distinctly classified. Mr. Chun discovered that about sixteen percent were diagnosed by either or both the psychiatrist and a psycholOgist as showing some personality disturbances and about 5 percent were Operating at the defective level of intelligence. 0n the Mooney Prob- lem Checklist in 1955, most underlined problems were in the self-centered areas and the fewest in boy-girl relationships. The psychologist opined that "they tend to be primarily con- cerned with themselves and not adequately concerned about other people." 51 Current Problems Behind those problems which hamper the rehabilita- tion goals held by the administration at Boys' Vocational, lies intake control. While the recent moves by the Legis- lature previously cited have done much to improve controls, there is one important fact. Although it is felt that a boy cannot profit by the program and should be referred to other facilities, it is not always possible. If not "dan- geroua'to the rest of the population, the committing judge may order that the child be continued in the program at county expense. It is plausible to assume that this might prove to be the exception as Often as the rule. There is no mental hospital designed for child care. The existing space in training schools for the mentally defective, is beyond capacity. Another factor, lack Of local child caring services for delinquent, dependent and neglected children, has been reported by the Michigan Youth Commission.56 The report indicates that 57 Of the States' 85 counties must depend on diocesian agencies or a state-wide placing agency. Another survey has indicated that the larger counties, though pos- sessing adequate facilities for normal conditions, are unable to meet child care needs under the present pOpulation-problem 56Services for Children Outside Their Own Homes, (Michigan Youth Commission, Detroit, Michigan, NO. 1955), 44 pp. 52 pressures. It is logical to conclude that judges will be forced to meet the delinquent's problem with earlier commit- ment than most professionals would recommend. Also, the financial assets of many courts are inadequate for local care programs. Consequently, because the expense may be borne by the State, one might assume that these pressures also influence commitments in some areas. The recent study by Sherwood Norman describes another phase of the problem when he Observed: A large proportion of the boys from Detroit repre- sent a highly sophisticated group who are sent to the Boys' Vocational School after long histories of serious Offenses, since it has been the policy of Wayne County Court to use Boys' Vocational School as "a last resort." ....Moreover, these sophisticated youngsters must mingle with boys of the same age from rural areas where there is a larger proportion having superficial problems which might have been straightened out on a casework basis in their own homes had skillful enough.probation services been available. The mixing Of these two types of boys in the same institution interferes with a constructive program and is observed to be a cause of delinquency contagion by the institution's staff, thus defeating the very purpose for which the school exists. A final problem, of course, is the fickle public at- titude which seems to move in strange avenues. Pressures exist from those who demand strict, regimented discipline and those who have, at the other extreme, accepted "permissiveness" as a universally applicable formula. The close proximity of a residential neighborhood and the related Offerings from the 5'7Sherwood Norman, The Detention 9: Children ig Michigan, (New York: The National Probation and Parole Associ- ation, 1952), ps 14s 55 local press have added much to a frustrating situation for the superintendent and his staff. CHAPTER IV THE PROGRAM AND STRUCTURE OF GROUP ACTIVITIES AT BUYS VOCATIONAL SCHOOL Group activities at Boys' Vocational School received an Operating philOSOphy from the report of the survey com- mittee of 1945. This report is quoted as follows: The committee agrees that the concept of "recreation" must be given a broad interpretation. It cannot be con- ceived as a narrow listing of easily observable activi- ties like airplane clubs or ping-pong games, but it is something that reaches deeply into the totality of human lives. It includes an evaluation of the total atmosphae of a place where disturbed children are to be rehabili- tated. It embraces the total relaxational diet of a child's life and cannot be separated from the human rela- tionship which dominates human existence. Nor can recle- ation be regarded simply as a luxury which can be taken away at random. It is an essential part of the emotional, mental and physical diet of a growing boy. While agree- ing that some forms of recreational enjoyment may at times be used for withdrawing privileges, the committee contends that there is a lower threshold below which withdrawal Of recreation cannot be carried without serious damage to the physical and mental health of a growing boy....The recreational diet should be enriched by providing for ex- tensive recreational and extra-curricular programs built around cottage life. In addition to the activities now carried out in the cottage during the evening hours, there should be club meetings, checker tournaments, modified shuffle board, group singing, novelty bands and other spontaneous activitggs which will demand a natural and absorbing interest. 5892,_gi£., The Digest Report, pp. 18-24. 54 55 The creation of a new activity is subject to committee study and then recommendations are forwarded to the Superintendent who makes the final decision.59 Some philosOphy is also reflected in a memorandum dated August 12, 1955. It states that: Club work at BVS is a learning situation for the participant which should be directed toward giving the boy wholesome experience in normal community living in order to establish a pattern for better community ad- justment upon release. And in all phases of the pro- gram, self-discipline should be one of the primary Ob- jectives. Because club participation is regarded by the boys as an extra privilege, it should be made as meaningful as possible. Boys should be permitted to spend small sums of money when Off-grounds under the supervision of the group leader. With prOper safe- guards, we see this as a possible experience which should enrich the club program and encourage growth on the part of the boys participating. The Group Activities Group activities describes the extra-curricular, activity-interest clubs which function as part of the recre- ation program Of the institution. These clubs are, at the present time: the model airplane club, established in 1950; the Boy Scouts, started in the late 1950's; the camera club, which began in 1950; the chess club, activated in 1950; the Hi-Y, which originated in 1945; the Players, formed in 1948; and the record club, which was originally formed in 1950 but was only recently activated late in 1955. In general the 59Staff Memorandum. "Policy of Committee on Volun- teer Group Activities,"—February 15, 1950. 56 clubs meet throughout the year, with the exception of model airplane and chess clubs, which are seen as activity in lieu of outside activities of the spring and summer months. The leadership is drawn from the teaching staff, detail super- visors, the recreation department, and cottage parents. With the exception Of the person from the recreation department,“ none have specialized training in work with groups. However, most have been motivated by a sincere interest in the activ- ity and have made an effort to become better informed about group activity. The only club which consistently used volun- teers was the model ariplane club, and these individuals were not responsible for custodial supervision. They contributed the knowledge and enthusiasm for the activity which has been described as one of the most successful. Policy and Procedure All policy and procedures for the club activities are develOped by the group activities committee which is com- posed Of the Director of Recreation, acting as chairman, the Academic School Principal, who acts as secretary, the Deputy Superintendent, the Casework Supervisor, and the Assistant Director of the Homelife Department. Thus, the committee includes respresentatives from all phases of the program which have direct contact with every boy. The committee was established late in 1949 to insure a well-balanced program and to provide for the expansion of the activity. For 57 practical reasons, it was to serve as a clearing house which screened potential members. It avoids competition for the same boy and provides for the widest distribution of member- ships among the population. These objectives are accomplished by requiring committee approval for all new members. The com- mittee has the authority to suspend members and must approve all special activities contemplated by the individual clubs. The procedure for a boy who desires club membership is as follows: (1) he fills out an application stating his reason for wishing to join?0 (2) the application is passed to the cottage pment who adds his comments, and (5) turns the application over to the boy's counsellor who adds comment based upon psychometric evaluation, present institutional ad- justment, and personal Observation or impression. Finally, it is presented to the a>mmittee which meets weekly. Here the action may be approval, disapproval, referral to another activity or defermert until a later date. The general policy has been that the applications will be considered on an individual basis but that preference will be given to boys who have been committed to the institu- tion for the first time. A boy must be in the institution's Iprogram one month before his application can be considered. Boys are to be received into active membership in order of aPpr'oval except in special cases. Only in exceptional cases 60See Appendix IV. 58 is a boy to be approved for more than one activity under the committee's jurisdiction. After being officially dropped a boy must wait thirty days before making a new application. The maximum membership of a group shall not exceed sixteen but provision is made for larger groups for a specific period Of time. A waiting list of not more than six is maintained. When this has been reached, the staff members are notified that no more applications will be accepted for that activity. Data from Interviews with Committee Members The data collected from interviews with the individ- ual members is presented in the form of a typical response in order to preserve the identity of the interviewee. Where responses appeared to be the same only one response is written. 1. What do the boys get out of the club program at BVS? "It serves to enrich the program for the boy during his stay. It is a recreational activity but from its incep- tion more important things were recognized. Maybe activity through a recreational media means rehabilitation. Each kid joins for different reasons. I would guess that some may 'join to get Off-grounds while others might be interested in the actual activity. It is exposing kids to group activities of the type we hOpe they will carry to the home community. It helps certain boys in a small group find out just how easy it is to get along with others and have a good time without a gang. It's a chance for a group situation where 59 they work with others to learn to get along. It's a new situation with another adult who can be less restrictive. I don't measure it in terms of therapy. A boy isn't here long enough for character building. I don't think in terms of adjustment because they can take or leave organized activ- ity. It's a special privilege in the boy's mind which means status in the institution." 2. Is there anything which boys seem to get out of specific clubs? "Something which is purely recreation doesn't exist. There are learning situations in all clubs. There's no scientific basis to determine that, and I doubt if any cor- relation could be established. Everybody gets something different from what he does. (Model Airplane) We can put the more withdrawn and disturbed boy here. He is protected in his relationships. Fearful kids work well. It teaches self-discipline, application to a task, and carrying a project through to its completion. (Boy Scouts) They earn badges, promotions and merits which can apply outside. It teaches them useful knowledge. It makes them proud to belong to a legitimate organization. I've seen some marked improve- ment in the little guys. It gives them a better model than the Older boys we have here. (Camera Club) It is a begin- ning for an excellent hobby. They make their own cameras which they can keep. (Hi-Y) It gives them a chance to meet 60 good people from the outside who didn't have to be delin- quent. Lots of our boys try to live up to the standards. It gives them experience in conducting meetings and holding offices. They have cracked an in-group. (Players) One value is in the personal relationship to the leader. A few boys have carried it back to home community theatres. Some- times it's detrimental because it has been a closed group with an ego Of its own and the boys think they are better than anyone else. (Record) They learn history of musicians and how to be good listeners. They meet outside people in the music world. Many have real talents which can be encouraged." 5. What factors do you use in deciding which boys should belong to a club? Suspended? "We want to do what is best for the group but it's aimed at the individual. I go by each case and rely upon the psychological report, counsellor and cottage parents' judgments,but doing a good job around here seems to be first. I hesitate on personality type because in the community most of the people in a club are varied. There's nothing thera- peutic about the clubs because we don't have people trained for it. Discipline shouldn't a>unt but the group Opinion sways you. In over-all policy, I look to see if he's a tru- ancy risk and if the clinic feels a boy needs it. A kid has to earn it and if he is turned down, he can get in shape for 61 it. Usually Older and younger boys don't mix well. Some might want to get in a club just to Operate but they need to contribute to the club. We need to watch that a combin- ation doesn't get in. They join clubs back home by age and grade plus a common interest, it should be the same here. (Model Airplane) It's wide Open and no age requirement. If hm's an Older boy, I want the less sophisticated, situational delinquent. Limit tO about twelve boys. (Boy Scouts) It's :for younger boys because Older ones just starting couldn't .fit in outside of BVS. It depends on the degree of matur- ity. One or two Older are all right if they have Scout ‘background. They can serve as leaders and are usually the enthusiastic, situational delinquents. If a boy can't read, Jae can't learn his achievements and he'd be a misfit. There is no limit on the number of boys. (Camera) Most any boy Cain fit in this club. He should have manipulative ability 811d be able to follow directions. Limit to six boys. ((3hess) He's got to be at least normal in intelligence. He ‘cean't be dull as he must be able to think ahead and work out problems. Generally we limit it to six or eight boys. (Hi-Y) I‘: is a high school group and since we meet outside groups, 'ttley should be able to contribute. He doesn't need to be 1r1 school but should have high school level of ability. It's fWDr Older boys with ability. Once in awhile a special case comma up and we slip one in who doesn't.fit exactly. Limited to sixteen boys. (Players) The higher caliber of boy who is 62 usually in the leader's classes. We go by the leader's recommendation as he knows how they would fit in. He should be a high school boy but we will slip in a few others if it's a special case. Limit to fifteen boys. (Record) It is wide open but usually the older boys go for it. The noisy guy won't work out. We watch for combinations in this one. Limited to fifteen boys. (Suspension) An AWOL or poor be- havior with the group is a primary consideration. I depend on the group leader's recommendation. If his club behavior is good, I tend to ignore general behavior." 4. What are some Of the current problems facing the committee? "Leadership is difficult to find. Getting boys to file applications and then keep up. We don't always have those who can be depended upon. Sometimes there's competi- tion between clubs and sports. Many clubs need better meet- ing places and equipment. How to expand the program is a big one. The perennial problem is the treatment versus reward argument. We need leaders who can handle boys by under- standing his behavior. Maybe we should relate approval to a boy's needs and not his behavior record. We have to screen out too many because we don't have enough clubs where they can fit in. Referrals are too sporadic. We need an even flow from all cottages. It looks like some private screening is going On below the committee level." 65 5. What changes, if any, should be made in the program? "We need more clubs because we are handicapped. We could make better groupings. We need to formulate some principles, I'm vague about it. Kids don't understand purposes of the clubs. The referral system might need to be altered. We have boys too old for Scouts and yet not qualified for Hi-Y or Players. It might be interesting to see what the boys want to do. Our activities fit an admin- istrative pattern. Should have some substitute leaders or assistants who can fill in if a pinch occurs. Maybe we need funds to supplement the work. We need a fresh inter- pretation of policy and should have club leaders' viewpoint, but to expand the committee would make it unwieldy. We need group therapy but not under this committee. It should be a clinical function even if they call them clubs." 6. Is there any advantage in using volunteers? "Volunteers are good to have as a public relations media but we need to have orientation about the kids and policy--a kind of in-service training. We have had sad ex- periences as we can't depend on them. Volunteers can help, but you have to develop them. They feel sorry for the boys, and can't help them. They are phyed for suckers too Often. It might work if they worked with a staff member for awhile. A year-around pmgram burdens them. Could use them to back the staff by providing transportation. I'm not for college 64 students. They're too undependable. The community needs to be involved with BVS. Data from Interviews with the Club Leaders Questions similar to those asked Of the group activ- ities committee members were also asked of the club leaders. Additional questions related to their methods and objectives were also asked. The Chairman Of the group activities com- mittee also served as the leader of the model airplane and chess clubs. For this reason, his comments are not includai in this section. The use Of typical response is presented here where it is applicable. 1. What do the boys get out of the club program at BVS? "There aren't any formulated ideas on what they are supposed to get. It's personal conjecture. They might de- velop better social relationships. It might just be activ- ities which are different applied in a smaller group. It's a chance to get out of the cottage and do something differ- ent. Some probably join to go Off-grounds. I don't think there is a known common purpose which gets re-emphasized Often enough. It seems to be recreational but I feel it should be therapeutic as well. It should develop new inter- ests and teach worthy use of leisure time. Some hive charac- ter building and moral principles to be learned. They prob- ably get emotional relief from the institutional atmosphere. I have not thought much about it. Too many boys don't know 65 what they want, except what's not good for them, but I guess it gives them something different to do. It defrays lost time and makes it go faster. It helps them socialize." 2. What can you tell me about the objectives of other clubs? "Not much. I don't talk to others about their work too much. In general, they are primarily recreational. They also have some learning in an interest area. Hi-Y and Scouts are like community groups. They have deeper purposes in citizenship and religious areas. Players produce plays for the institution, teaches stage craft and Offers "therapy" in a group. I think in the others it's to do something they like to do; like listen to music or play chess. I think they try to bring out phases in character but some are earned special privileges." 5. What do the boys think your club's objective is? Camera: "They get free camera which they make them- selves, a chance to go Off-grounds, to get out of the cottage, to do something different, and to learn about photography." Hi-Y: "It probably varies with the boy. Some join for extra things like off-grounds trips or getting out of the cottage, but most of them aren't clear when they come into it. It satisfies a need for extra privileges. Some boys soon realize and accept the real purposes sincerely." 66 Players: "I tell them that it is not only recrea- tional but that they can get help with their problems. From correspondence, they say it gives them a friendly feel- ing of group unity, closeness, common interest, success, fellowship, self-confidence, prestige, a warm feeling, and help solving their own problems. Of course, some are inter- ested in going Off-grounds but they become aloof to it. I think there were few in it for that purpose." Record: "The majority are interested in music and want to keep up with the current hits. They are cut off from it here. It's a chance for informal enjoyment and socializing." Boy Scouts: "The purposes are clearly defined. They are here to learn and contribute by helping others learn. For the younger boys, they get something out of it. If they don't, we eliminate them. They learn to be trust- worthy. If they can't, then they're asked to get out." 4. What are your Objectives for the club? Boy Scouts: "It is Scout Work and it is supposed to create a desire to continue it outside. I work toward advancement. If they don't get started young, they can't make Eagle before high school and once they're there, they won't have time to." Camera: “To involve kids in an interest in photog- raphy with the hope that he will go on in his home community. 67 It gives an opportunity for success. I think they aren't here long enough to teach photography but at least they learn how to take, develop, and print. There's a sense of accomplishment in making your own camera." Hi-Y: "The hi-Y purposes and platform: to create, maintain and extend throughout the school and community, high standards of Christian character and 'clean speech, clean sports, clean sdlolarship, and clean living.‘ If I had the time and Opportunity, it would be helping them to put Christian principles into practices. That's difficult here. I'm not sure of the therapeutic contribution but it would be if boys took the Objectives Of the club seriously. I'd like to create a group feeling." Players: "To develop insight into personality prob- lems by using the gang instinct, provide a creative outlet through play activity, and to entertain the total institu- tional population." Record: "I tried to do the better music, but they're not ready for it. I want to provide a socializing atmos- phere and some enjoyment. It helps me to know the boys better in a situation different from the usual boy-super- visor relationship." 5. What methods (activities) do you employ to meet these Objectives? Boy Scouts: "We do the usual hiking, outdoor cooking, 68 and other things to pass the tests. Only camping is out. We had a sad experience a few years ago which spoiled it for the rest." Camera: "We take pictures of all events on grounds and the boys take turns traveling with the teams. We take trips to local exhibits or to take pictures. We do the devel- Oping, printing and make cameras, which teaches them a lot. I don't know enough to get real technical. I also think they find somebody they can relate to informally. It's a pseudo-father relationship." Hi-Y: "We participate in World Student Service Drives, the local Hi-Y Council, and local Y Campaigns which help the community and the individual clubs. We bring in outside speakers, talk about problems (through discussion methods), and are working on a clean speech pledge for the members and the total population. We also have recreational outings and other entertainment for the recreation side of the club. I try to keep from playing the role of a preacher or minister, and to avoid acting as though I am talking down to inferions. I share the planning with the membership." Players: "The actual play productions create crisis situations which.build esprit de corps. We have off-grounds trips which act as a solidifier too. The 'round-robins' where the boys talk about each other's problems help to develop insight. I avoid the role of teacher and lave it clearly Understood that this is a different relationship." 69 Record: "We listen to music and discuss current artists and their recordings. We talk about where they're playing, their likes and dislikes. We really get the back- ground. I try to bring in my musician friends once in adflle." 6. What problems do you encounter in meeting the objactives? "Some boys don't have much to give or even ask. We don't have the equipment needed. Regardless of what we do, we remain an authority figure, which they distrust. It's a too restrictive environment to be helpful. Boys must request club activity so we don't always get the ones who need it. The status problem is great but the boys won't admit it. It's a frantic struggle for power. Sometimes there's a pressure from higher levels which restrict the activities. It involves too many leadership hours to do a good job. Al- though I volunteered, the leadership should be drawn from people without too many family responsibilities. The cam- mmnication between the committee and the leader is poor. There are administrative problems, which I can appreciate, that restrict us. We need more help that can be depended uPon. They aren't in the club long enough and with the members changing all the time, we seem to always be at the beginning stages over and over again. Rewarding good behav- ior by putting boys in clubs is an obstacle to achieving a club's purposes. The gilt-edge impression boys have of a 70 club is a handicap when they look for entertainment all the time. I need more help, from the staff or outside, which is reliable. You need a varied and interesting program which this type of place restricts. The boys just get started and then it's time for them to go home." 7. What changes, if any, should be made in the program? "The chief psycholOgist ought to be on the committee. We need to re-evaluate goals on the basis of individual needs. The committee should have regular contact with the leaders, and not just a carbon cOpy of the minutes. We are isolated and feel unsupported and at times feel coerced. It makes it a chore. The whole program suffers under stress of policy and distress of philosOphy. The dammittee should be joint administrative-loadership even if it's windy. There would be progress. The groups should do things together quite often ‘0 cause it has a good effect. It would be an inter-group venture. I haven't thought mud1 about it, but summer camping would be an asset. I think we should examine our policies. There should be more coming together of the other leaders and committee. I feel like I need some super- vision. I'm new at it and I probably could do more than I really am. I want to know what happens. The only thing I see, is that some leaders play around too much, and the reflpoct isn't there when you need it. It's not a wise Practice." 71 8. Is there any advantage in using volunteers? "We need more clubs but without leadership, it's im- possible. We should use people that have an interest in our activity. They should be encouraged whenever and wherever they can, within the limits of institutional policy. They might not keep the interest and be dependable. They are O.K. but not without orientation. It's a risk because the boys take advantage of the naive person. It's a failure to let boys think you are weaker than they are, even if that's professional. In—service training is needed by everybody regardless of experience in working with clubs." Summary The material from these interviews with the commit- tee members and club leaders point out, though at times vaguely, that: l. The club program remains primarily a recreational- leisure time pursuit for the boys with a hOpe that the boys will find interests which may be more legitimately applied in the home community. A few individuals feel that there is something more than recreation, but find it difficult to define. 2. There istn.universal agreement that club activity should be expanded to involve more boys and to appeal to more interests. The problem here is one of adequate leadership. 72 It is agreed that the use of volunteers would be beneficial, but‘with orientation and in-service training programs. 3. There seems to be a definite need, judging from the feelings expressed by the club leaders, that there should be closer and better communication between the committee and leadership. There is also evidence that the leaders, them- selves, would profit from the cross-fertilization they could offer each other. Perhaps involving pepple of professional experience with groups, on a consulting basis, for in-service training, would not only enhance the prOgram but help to clarify the purpose and objectives of club activities. 4. There is a great deal of feeling that the boys see the club program as something which breaks the monotony 0f institutional living. For example, the views held that these activities get the boys out of the cottage and off- Srounds. Perhaps, on the basis of human need, this is a Worthy and legitimate function for a club activity. CHAPTER V AN ANALYSIS OF COMMITTEE ACTION UPON APPLICATIONS RECEIVED DURING A SIX MONTHS PERIOD The Group Activities Committee has four kinds of action which may be taken at the time an application is re— ceived. An application may be approved, disapproved, de- ferred to a later date, or referred back to the boy with a notation to apply for another activity. The interviews held with.members of the Committee revealed that selection is likely to be influenced by the following factors: age, inimlligence quotient, length of stay in the institution, antithe behavior record which is measured in terms of the nunmer of appearances before the discipline committee. .Aside from these qualifications, the recommendations of the Cottage parents or professional services and the boy's status as a "new boy" or "P.V." (parole violator) may also enter in the decision. Approved or disapproved seems self-explanatory. A request may be deferred because a boy may be a new, unknown Quantity to BVS, represent a behavior problem, or the club he has chosen may have reached its maximum membership capacity. The boy may be referred to another activity because he does inom meet the qualifications of his choice, or because the 75 74 club has reached its capacity and the waiting list is too long. A General Analysis During the six month period between November 1, 1955 and April 50, 1954, the Group Activities Committee received 180 applications for the various club activities. The new boy represented 119 of the requests while the "P.V.'s" filed 39 applications. There were 22 applications designated as "unknown" because the boys' records were not readily acces- sible when the data was collected. Table l, on page 75 pre— serfim the initial committee action.on.these applications. Although not indicated by the table, 8 of the deferred warm later approved, 6 were disapproved, and one did.not reap- Peeu'for action. Of those referred, 4 were approved for manother activity and 10 were not subject to further consider- ation. Thus, a total of 109 or approximately 61 percent of those who applied were approved for a club activity. The "new boys" approved equalled about 72 parcent of those approved for an activity while the "recidivists" represented about 18 Percent, and the "unknown" about 10 percent. In general, these figures are in keeping with the BVS population at a given time. about 25 percent are recidivists. It can be noted that the two national organizations, ‘the Boy Scouts and Hi-Y, are most frequently petitioned, (60 percent). One might speculate that this is the result of a 75 TABLE 1 INITIAL COMMITTEE ACTION UPON APPLICATIONS RECEIVED DURING PERIOD NOVEMBER 1, 1955 TO APRIL 30, 1954 BY CLUB ACTIVITIES NO- Initial Committee Action Clubs of Boys Approved Disapproved Deferred Referred Total........ 180 97 54 15 14 New Boys..... 119 75 26 10 10 Recidivists.. 59 l5 l9 5 4 Unknown...... 22 ll 9 2 Aigplane l6 l5 1 2 New BoySeeeee 15 11 l l Recidivists.. 2 2 Unknown...... 1 l 221_Scouts 45 28 11 5 5 New Boys..... 55 25 5 2 l Recidivists.. ll 2 6 1 2 ‘Unknown...... 1 1 Camera 17 8 6 2 1 New Boys..... 10 5 2 2 l Recidivists.. 4 l 5 Unknown...... 5 2 1 Chess 5 4 1 New Boys..... 4 4 Recidivists.. l 1 Unknown...... 0 £11 65 56 25 4 8 New Boys..... 58 18 IO 5 7 Recidivists.. 15 5 9 1 Unknown...... 10 5 6 1 M 15 9 s 1 2 New Boys..... 9 5 2 l l Recidivists.. l 1 Unknown...... 5 4 1 \Record 19 9 8 2 New Boys..... 12 5 6 l Recidivists.. 5 5 1 1 Unknown...... 2 l l \ 76 a familiarity with the program in the outside community but it may also be related to the fact that these activities have a more varied program than most of the other clubs. Also, it is noted that the younger boys are somewhat restricted to the Boy Scouts and that the Hi-Y has developed the repu- tation for being the club which most frequently leaves the grounds . _A_n_ Analysis _g_f_‘ Selective Factors While it has been recognized that there may be subtle factors which influence the committee's action such as: clinical recommendation, "going home" or pre-committee screening, the four factors previously mentioned, namely, age, intelligence, length of stay, and discipline record, are analyzed. A cross tabulation between length of stay and discipline record is also presented. The "unknown" group has been eliminated from this portion of the analysis. In this analysis, the deferred and referred categories were eon- sidered as disapproved if no subsequent committee action was '3 aken . Age Age is one factor which has seemed important to the Statue of the individual delinquent. It has become quite inlportant within the training school where efforts are fre- qllently made to protect the younger boys from the older, more ‘ggressive boys. It has been felt that limiting the contacts 77 between these groups may also limit the imitation of the older boy by the younger. Table 2, below, illustrates this factor as it relates to those approved for a club activity. TABLE 2 AGE IN YEARS OF BOYS APPROVED FOR A CLUB ACTIVITY DURING PERIOD NOVEMBER 1, 1955 to APRIL 50, 1954 Clubs NOE Age in Years 0 Boys l2 15 14 15 l6 l7 TOtalOOOOOOO. 97 l 5 19 32 39 1 New BoySoeeoe 78 5 15 26 31 1 Recidivists.. 19 l 4 6 8 Airplane 14 5 7 4 New Boys..... 12 5 5 4 Recividists.. 2 2 Boy Scouts 28 4 l4 7 5 New Boys..... 25 4 12 6 5 Recidivists.. 5 2 1 Camera 9 l 4 4 New Boys..... 7 4 5 ReCidiv1StSee' 2 l 1 Chess 6 1 5 2 New Boys..... 4 1 2 l Recidivists.. 2 1 l Iii-Y 25 5 19 1 New Boys..... 19 4 14 l Recidivists.. 6 l 5 Players 6 2 4 New Boys..... 6 2 4 Recidivists.. Record 9 2 4 5 New Boys..... 5 5 2 Recidivists.. 4 2 l l 78 It can be noted that acceptance in a club activity slightly accedes the general institution population pattern. The boys 15 years or older represent two-thirds of the insti— tution population but nearly three-fourths of those who were approved for an activity. While numerical equality is not a primary source of concern, it appears that the service is favoring the older boy. The younger boys are somewhat lim- ited in their selection of an activity. Since this age group is known to find support in homogeneous groups, perhaps an- other group designated for the three younger ages is indicated. While the size of the sample limits the conclusiveness of the data, in the specific clubs certain trends are noted. The Hi-Y, Players, and Record Club: are definitely limited to the older boys. A wider range of ages appears to be per- ndtted in the Camera, Chess and Model Airplane Clubs. Though the Boy Scouts have been designated as being for the younger boys, a little more than a third of the boys approved during the period of the study, came from the older age group. Table 5, page 79, indicates the age distribution of those boys disapproved for a club activity. From this Table, One gains the impression that applications made to the model airplane were most likely to avoid disapproval. The Chess Club, if it were not for intellectual qualifications, might laave seemed to be the same. It is wondered if this activity ‘was widely publicized since no disapprovals appear. This 79 TABLE 5 AGE IN YEARS OF BOYS DISAPPROVED FOR A CLUB ACTIVITY DURING PERIOD NOVEMBER 1, 1955 TO APRIL 50, 1954 NO 0 1 Clubs of Age n Years Boy§_ l2 l5 14 15 16 17 Total........ 61 4 5 21 26 5 New Boys..... 41 2 5 10 19 5 Recidivists.. 2O 2 ll 7 Airplane 2 2 New Boys 0 O O O O 2 2 Recidivists.. 'Boy Scouts l4 4 2 5 5 New BoySeeeee 8 2 2 2 2 Recidivists.. 2 2 5 1 Camera 5 1 4 New Boys..... 2 1 1 Recidivists.. 5 5 Chess 0 New Boys..... 0 Recidivists.. O iHi4Y 29 2 19 15 5 New Boys..... 19 2 4 10 3 Recidivists.. 10 5 5 Players 5 5 Ne' BoySeeeoe 3 5 Recividists.. 0 Record 8 l 5 2 New BoySeooee 7 ' l 4 2 Recidivists.. l 1 ‘ activity was the only one in which a boy was approved though 3he belonged to another activity. Some evidence of the 'YOunger‘boy's plight is revealed by the fact that only ten of these boys attempted to make application for activities 80 other than the Scouts. Six of these managed to gain ap- jproval. It is also observed that more boys were disapproved than approved for membership in the Hi-Y, which possibly indicates the qualifications required for approval. In gen- eral, the criteria of the committee seems to be supported. Intelligence Quotient Intellectual capacity has been designated as impor- tant in three of the clubs. According to the interview with the committee members, an average or better intelligence is required in the Chess, Hi-Y, and Players groups. Table 4, page 81, presents the data which compares this factor and approval for an activity. As expected, the highest fre- quency among the approved falls within the normal range of intelligence. The ranges below normal comprised about 57 percent of the BVS population in 1955. This group repre- sented about 54 percent of those approved over the period of this research, and appears comparable to the population. The three clubs which have special qualifications in this area, are found to have members from the upper ranges of intelligence. An investigation of the two exceptions in the Hi-Y shows that these boys were strongly recommended by other staff members and were supported by clinical findings based on psychological need. Boys approved for the Scouts, while most frequently of normal intelligence, tend to be drawn from the lower ranges of intelligence. While this could‘present 81 TABLE 4 INTELLECTUAL RANGES OF BOYS APPROVED FOR A CLUB ACTIVITY DURING PERIOD NOVEMBER 1, 1955 TO APRIL 50, 1954 Clubs NEE Intelligence Quotient Ranges Boys To 79 80-90 91-110 11-119 120 up Total........ 97 15 2O 58 2 fig New Boys..... 78 12 16 46 l 5 Recidivists.. 19 1 4 12 l 2 Airplane 14 4 l 9 New Boys..... 12 4 l 7 Recidivists.. 2 2 B31 Scouts 28 5 11 12 New BoySeeoee 25 5 9 ll Recidivists.. 5 2 1 Camera 9 5 5 5 New Boys..... 7 5 2 2 Recidivists.. 2 l 1 Chess 6 5 1 New Boys..... 4 4 Recidivists.. 2 l l Hi-Y 25 l 1 19 1 5 New Boys..... 19 1 14 l 5 Recidivists.. 6 1 5 Players 6 l 5 New Boys..... 6 l 5 Recidivists.. 0 Record 9 5 5 1 New Boys..... 5 2 5 Recidivists.. 4 l 2 1 _‘ a.problem to the leader in teaching oaths and skills, it has been observed, at the meetings, that the method employed is to have the more skillful teach the others by demonstration rather than by requiring the boys to study the handbook. In- tellectual capacities appear to be scattered in the other groups. 82 Those boys disapproved for club work and their in- tellectual abilities are grouped in Table 5, below. The TABLE 5 INTELLECTUAL RANGES OF BOYS DISAPPROVED FOR A CLUB ACTIVITY DURING PERIOD NOVEMBER 1, 1955 to APRIL 50, 1954 No‘ Intelligence Qpptient Ranges Clubs of Boys to 79 80-90 91-110 111-119 120 up Total........ 61 12 21 26 2 New Boys..... 41 9 16 15 l Recidivists.. 2O 5 5 ll 1 Airplane 2 1 1 New Boys..... 2 1 1 Recidivists.. 0 Boy Scouts l4 5 7 4 New Boys-wee. 8 2 5 1 Recidivists.. 6 l 2 5 Camera 5 l l 5 New Boys..... 2 1 1 Recidivists.. 5 l 2 Chess 0 New Boys..... 0 Recidivists.. O Hi-Y 29 6 7 15 1 New BoySoeeee 19 4 6 9 Recividists.. 10 2 1 6 1 Players 5 1 1 1 New Boys..... 5 1 1 1 Recidivists.. 0 Record 8 l 5 2 New Boys..... 7 1 4 2 Recidivists.. l l h; largest total number again appears in the normal (9l-llO) range but the remainder tend to be at the lower functioning 85 levels. The Boy Scouts and Record Club reveal the greatest concentrations at these levels. However, the most signifi- cant fact to be drawn from the analysis of intelligence quotients is the support clearly reflected in the require- ments made for the Hi-Y, Chess, and Players groups, although insufficient samples in the Players limit the validity. Length of Stay Before Referral As it appears in Table 6, page 84, most boys are ap- proved for a club between the first and second months of their stay at BVS. However, a bi-modal frequency distribution be- comes apparent as the third month, also, records a large number of approvals. The general picture reveals a rather sporadic response to the group activities program. This may mean that knowledge of the activities is inadequate or that making application is a contagious phenomenon in the cottages. The latter seems more likely since one might postulate that the recidivists would be better informed and would make earlier application. This conclusion is not supported by the data. While general policy statements established that a boy must have been in the institution at least thirty days, the table reveals that nine boys were approved before this interim had elapsed. A closer examination of these boys proves that the majority of them were approved near the end 84 TABLE 6 LENGTH OF STAY OF BOYS APPROVED FOR A CLUB ACTIVITY DURING PERIOD NOVEMBER 1, 1955 TO APRIL 50, 1954 N00 Length of Stay in Months Clubs of Tnder 6 a Bgys 1 1 2 5 4 5 over Total........ 97 9 5O 15 22 15 5 5 New Boys..... 78 6 25 12 18 10 5 2 Recidivists.. 19 5 5 5 4 5 1 Airplane l4 7 45g 2 2 New Boys..... 12 5 5 2 2 Recidivists.. 2 2 Boy Scouts 28 5 8 5 5 5 l 1 New BoysOOOOO 25 5 8 4 3 3 1 l Recidivists.. 5 1 2 Camera 9 6 5 New Boys..... 7 5 2 Recidivists.. 2 1 1 Chess 6 2 l l 1 1 New Boys..... 4 l l l 1 Recidivists.. 2 HieY 25 l 7 9 4 4 New Boys..... 19 1 5 7 4 2 Recividists.. 6 2 2 2 Players 6 2 5 1 New Boys..... 6 2 5 l Recidivists.. 0 Record 9 1 5 5 2 New BoySeoeee 5 2 2 l Recidivists.. 4_ 1 l l 1 ‘ of the thirty days and would most likely have been eligible by the next committee meeting. Boys approved for Scouts, Airplane and Camera Clubs enter the activity earlier than the others. With the exception 85 of the Record Club, the other activities have a rather wide co- operate with private child welfare organizations in programs mutually agreed upon; and provide a service of consultation and assistance to the juvenile probation service of the probate courts:.Provided, That this subsection will not interfere with the jurisdictiontafthe juve- nile division of the several probate courts maintaining a probation service. Welfare statistics and report. (g) To collect and compile statistics, make special fact-fhufing studies and publish reports in reference to the field of welfare.in- cluding a biennial report as provided in section 17. EXCERPTS FROM THE MICHIGAN CHILDREN'S INSTITUTE ACT Act 220, P.A. I935. as amended An act to provide family home care for children committed to the care of the state, to create the Michigan children’s institute under the control of the state juvenile institute commission to take over the functions of the state public school, to prescribe the powersand duties thereof, to provide penalties for violations of certain pro- visions of this act, and to repeal Act No. 164 of the Public Acts of 1931 and all other acts and parts of acts contravening the provisions of this act. The.People of the State of Michigan enact; q00.2o| ,Michigan children's institute; transfer'of property of state public school. Sec. 1. That in order the state may more effectively exercise the duty and obligation which it owes to unfortunate children, there is hereby created and established the Michigan children's institute. Such records, papers, equipment and appurtenances as needed from the state public school shall be transferred to the said institute and whenever the name "state public school" appears in any statute of fihis state it shall be taken and deemed to mean the Michigan chil- dren’s institute. 000.202 Same; control by juvenile institute commission: tenden t, ap poi n tinen t. Sec. 2. The said Michigan children's institute shall be under the control and management of the state juvenile institute commission, whose appointment and duties are provided in Act No. 280 of the Public Acts of 1939 and as further expressly provided for in this act. The state juvenile institute commission shall appoint the superintendent, subject to the approval of the governor, and such other officers and employees as it shall deem necessary, who shall severally hold their offices and positions during the pleasure of the commission. superin- uoo.203 Same: admittance of child: eligibility, observation; trans- fer. Sec. 3. Any child may be admitted to said institute hereafter in accordance a. Com viskm of (l) Wh an, or wt (2) W drunkenn guardian live in. Proviu visions lations is soun as show compete b. ( Statuti or tlie lurisd 0f prc condil said Obser Tatir inst dbse tend (*3 81 tfei car Con sa Th cc st it" .. H“ I." {he wfll’ nu” ,ftm teflm ,lif - cm“ mrm' ., thf ism“ .l I?“ l this it“ ‘ such $3” ,ftM rans’ H M 11L) ___.__;,L._. A u; W's-h accordance with any 1 of the following provisions: a. Commitment: Any child may be committed by the juvenile di- vision of the probate court to the Michigan children’s institute. (1) Who is abandoned by his parents, guardian, or other custodi- an, or who is otherwise without proper custody or guardianship; (2) Whose home or environment, by reason of neglect, cruelty, drunkenness, criminality, or depravity on the part of the parents, guardian, or other custodian, is an unfit place for such child to live in; Provided (a) That the child is under 14 years of age and pro- visions have been made for its supportlnxieducation under such regu- lations as the said commission may establish; and (b) that the child is sound in mind and body, free from chronic or contagious disease as shown bytacareful examination given by a regularly authorized and competent physician. b. Observation; When in accordance with the provisions of the statutes, achild has been decreed to be a ward of the probate court, or the juvenile division of the probate court has acquired formal jurisdiction of a child, the court, if it shall appear to the judge of probate, because of the circumstances of the case, or because the condition of the child might be benefited--the court may direct the said child to be taken to the Michigan children’s institute for observation for a period not to exceed 30 days. Before the expi- ration of this period of observation, the superintendent of said institute shall report to the judge of probate the results of the observation of said child: Provided, That if the said superin- tendent shall report to the judge of probate that the period of daservation should be extended, or that the child is in need of treatment for emotional disturbance which does not require hospital care and for which the institute has facilities, then the court may continue the observation period or establish a treatment period for said child to any date during the minority of said child: .Provided, That when such child has ceased to be a ward of the court, written consent of the person or persons lawfulljrhaving custody of the child shall be secured. Before the expiration of this extended period of extended observation or treatment, the superintendent shall report to the judge of probate the results of the observation or treatment of said child and an opinion stating what disposition can be made of said child: Provided, That before any child is sent to said insti- tute for observation, the superintendent of said institute shall notify the judge of probate that there is room to receive said child. The commission may by regulation establish conditions for the reim- bursement of the expense of caring for said child while under the supervision of said institute when the parents or other persons re- sponsible for the child’s support are financially able to pay reason- able costs of such care. c. Transfer: Any child now attending or under the control of the —-v-—.~ * —- boys' vocational school at Lansing or the girls‘ training school at Adrian,inayupon recommendation of the superintendent of each respec- tive institution to the state juvenile institute commission and upon approval of said commission,luatransferred to the care of the Michi- gan children's institute for placement and supervision under such regulations as the said commisskxishallestablish when such transfer will materially benefit the child either mentally or physically. The original commitment shall be deemed to be in full force and effect for the purpose of retaining such child in the custody of the state: Provided, That before such transfer is made the superintendent of said institute shall indicate in writing that there is room to re« ceive such child and the said superintendent, with the approval of the said commission, may at any time return the child to the care of the institution to which the original commitment was made any time before the expiration date of the order of commitment. (As amended by Act 120, P.A. 1951.) 400.20% Same; order committing; transportation; expense. Sec. 4. When an order is made committing a child to said insti- tute, the court shall within 30 days send to the superintendent of said institute a certified copy of the petition, order of disposition in the case, report of the county agent or probation officer, and the report of the physician making the examination of the child. Upon receipt of such order the superintendent of said institute shall, as soon as there is room to receive such child at the said institute, notify the judge of probate of that fact, whereupon the judge of probate may cause such child to be transferred to the said institute for admission thereto. The expense of transportation of such child to said institute pursuant to law shall be audited by the board of state auditors and paid from the general fund in the same manner as the expense of conveying children U)other institutions of the state. 000.205 Placement of child in private home; further supervision, court orders. Sec. 5. In case a child has been committed to said institute, and a person in the same county has been found who is willing to take said child into his home under fluesame conditions as children placed out on agreement,cn'for adoption from the said institute, the court, county agent, probation officer or any other person representing the court or state in the placement of children may notify the superin— tendent of said institute, giving the name and the address of the party interested in taking the child into his home; whereupon the superintendent shall order an investigation be made, and if it ap- pears that the home is a suitable one for said child,tiu:child shall be placed and the order of the court entered on the records of the said institute. Upon entering the order of the court on the records fl. s-‘e- '3‘“ 5:“ man?- m " »)--‘-————_»_‘ ~... Of the instit said i the cl cause adoptj known , devel T6850! Sec “002 Hcen Sec the n Under and f SUpe, said tendg pT0p4 “”961 Bran' the , tute stat he d bill to 3 neee . edue vide qlir Obta Dart the l ing Vol, sue] and the ing pro 33m dd af 5C5?" "- pn‘fl N53": 1"!‘ pm .91 F meVHfi Tiff.’ fr“ +=rnfi*’ jinfl' .ienl 0f q,”1N «wry (w J" of the said said institute. institute. the child shall be considered a ward of said institute and may be supervised,cu-adopted as are other wards of the Provided, in case the investigation indicates that the child is not eligible for admission to the said institute be- cause of some mental or physical defect,cu'should not be offered for adoption because of a mental defect in its forbears, or being of un— known parentage and too young to determine its mental and physical development. the superintendent shall so notify the court with reasons thereof and further disposition shall be made by said court. Sec. 6. 000.207 licensed boarding home. Sec. 7. the maintenance, under the control of the said institute; and for their supervision while they remain wards of the state. Repealed. Regulations; gifts, crediting, investment; placement in The commission shall make all necessary’ regulations for health, instruction and training of the children for placing them in homes; The superintendent is to be recognized as the authorized agent of the said commission to carry out the purposes of this act. The superin- tendent or the commission may receive any donation, grant or personal property for the benefit of the children of said institute. superintendent or the commission, grant or personal property, The upon receipt of such donation, shall within 30 days remit the same to the state treasury to be credited to the Michigan children’s insti- tute trust fund, which is hereby created in the state treasury. The state treasurer is hereby authorized to keep as much of said fund as he deems advisable invested in United States government bonds, notes, bills, certificates or other obligations, and to credit all earnings to said fund. The commission may expend such amounts as they deem necessary for any of the purposes of said institute for the care and education of such children during minority or until released as pro- vided in this act. When any part of said trust fund shall be re- quired by said commission for said purposes,tiursuperintendent shall obtain the same by requisition to the accounting division of the de- txartment of administration, which division shall certify the same to the auditor general who shall issue his warrant therefor. The said conmfission may utilize any facilities existing in any county in car- ing for such children and is authorized to accept the services of any \ualuntary organization for the benefit of such children, subject to such regulations as the said commission may establish. SUCh rules trad regulations shall be enforced by the superintendent on behalf of time said commission. Any agreement entered into with any person tak- ;h1g a child who is a ward of the Michigan children’s institute shall same when , cilild requires it. jarovide that the said commission shall have the right to cancel the in the opinion of said commission, the interest of the If any parent, or relatives within the third de- gree, of any child who is a ward of said institute shall establish a suitable home and are capable and willing to support such child, die said commission may by resolution restore such child to its parent, parents or relatives. Said institute may assist such parent or relative with the support of such child_ provided such aid is less than the cost of care that said institute would otherwise provide. Said commission shall have the right and authority to place and main- tain any child under the control of said institute in any licensed boarding home for children, and the expense of supervision and transportation of such children to said home shall be paid out of money appropriated to said institute. The superintendent shall cause an investigation of the condition and suitabilityiafeach such board— ing home to be made, and a report to be made and kept on file at the office of the superintendent. Such report must have the approval of said superintendent before any child or children of the said insti- tute may be placed in such licensed boarding home. (As amended by lot 120, P.A. 1951.) 400.208 Return of children to home county- Sec. 8. The said commission is authorized ‘UJ return to the counties from which they were sent, the following classes of chil- dren. First, those who have become 16 years of age and who, for any reason, cannot be placed or retained in family homes. Second, those who by reason of vicious habits or incorrigibility, cannot be placed in or retained in family homes. Third, those who are of unsound mind or body, or have some physi- cal disability, which prevents their being placed in family homes. Whenevera child shall be ordered by said comnission to be returned to a county, as herein provided, the guardianship of the said com- mission shall cease, and the child thereupon becomes a charge on the county from which it was sent laxithe superintendent shall report to the court the reasons thereof, and any other information which may assist the court in a further diSposition of the child. 400-209 Adoption; consent. SEC. 9. The superintendent of said institute is hereby author- ized to consent to the adoption of any child who may have been com- mitted to said institute, pursuant to the law for the adoption of minors. On such adoption, the child so adopted shall cease to be a ward of the state. ' liti0.2l0 Same; application; visitation. Sec. 10. Any persdn desiring to take a child from said institute l7y agreement or adoption shall apply for that purpose in writing, on llfl) w.‘_.~_--& _ —.a,;.w-.. Jr :v- — 49% 7 such Runs as said commission shall prescribe, to the superintendent or to the judge of probate of the county in which the applicant re- sides. The superintendent of said institute shall require an in- vestigation of the home of the applicant upon such forms as the com“ mission shall prescribe. Said commission shall procure l or more re- ports, at least 4 times each year, for each child placed in a home for adoption or on an agreement, either from the county agent, offi- cer of the institute ortlmeperson with whom the child is placed, and at such times as the superintendent of said institute may direct. It shall be the duty of county agents or child welfare workers of the state department of social welfare in their respective counties, to visit the wards of the said institute at such times as they are requested to do so, by said superintendent, and to report on said homes and children to said institute. 000.2ll Preservation of records; records confidential. Sec. 11. The commission shall preserve in said institute all legal and other papers of importance including reports of investi- gation of parentage, of family conditions of the children committed to said institute, and also a brief history of each child, showing its name, age, county, former residence, occupations, habits and character, so far as can be ascertained, and the name and residence and occupation of the person who has taken the child by agreement, or for adoption. In any report of any officer of the institute, or any agent of the state department of social welfare or any state or county officer, no names of such children, wards of the state, shall be published. Act No. 142 of the Public Acts of 1909, as amended, and Act No. 115 of the Public Acts of 1925, being sections 6733 to 6736, inclusive,¢3fthe Compiled Laws of 1929 shall not apply to said institute. All records pertaining to any child committed to said institute shall be filed as confidential and shall not be made prliC thereafter, excepting as the said commission shal authorize, when deemed necessary for the best interest of the child. Secs. 12, 15 and 16 are obsolete and omitted. Q00.2|3 Construction of act; severing clause. Sec. 13. This bill being remedial in its nature and purposes shall be liberally construed in order to accomplish the beneficial purposes herein sought. Should any clause, paragraph, or section of this bill be declared unconstitutional by any court of competent jurisdiction, such decision shall not affect the remainder thereof. WOO-ZIQ Aiding child to escape; penalty. Sec. 14. Any person who shall aid or assist, or entice a child under the control of the said institute to escape from a home in which said child has been placed, or shall aid, entice or assist any r-«an—u- .. fi._‘ . - . cg. -x a 7 ‘J.’ *W 7‘" 99"!" WI? '4." a -‘ ‘~ ' nun—~— ~ '- —‘ - w such child to leave the state, or shall marry any such child without the consent of the said commission, shall be guilty of a misdemeanor and shall be punished by a finerufl:exceeding one hundred dollars and costs of prosecution, or by imprisonment in a county jail, or any of the state prisons for a term not exceeding a year, or by both such fine and imprisonment according to the discretion of the court. THE BOYS' VOCATlONAL SCHOOL ACT Act I85; P A. I925. as amended by Act I22. P.A. I953 An act to provide a state agency for the correction, education, care and protection of boys in conflict with society;‘h3establish at Lansing a boys' vocational school under the control of the Michigan social welfare commission; to preseribe who may be admitted thereto, the powers and duties of the officers immediately in charge of said school, the character and extent of education, discipline and train- ing to be enforced and provided therein, haprovide for the temporary use of other state facilities in certain cases of boys committed to the state department of social welfare, to provide for the temporary use of boys’ vocational school by the counties and at the expense of the Counties for the care of delinquent boys who are mentally or physically unable to profit from the education provided therein; and to provide penalties for violations of certain provisions of this act. The People of the State of Michigan enact: 803.!0l Boys' Vocational school; establishment; social wel- fare department, authority; commitment. Sec. 1. There is hereby authorized and established at the city of Lansing,tafacility to be known and designated as the boys’ vocation- al school for purposes and to be governed as herein‘preacribed and' provided. The state department of social welfare is hereby author- iZed to receive at boys' vocational school by commitment from the probate court, juvenile division, boys believed eligiblelxythe court for adnission to said school. All boys heretofore or hereafter com- mitted to boys’ vocational school shall be deemed comnitted to the state department of social welfare. Wherever commitment to boys’ vo- cational school is mentioned in any law of this state, it shall be ca1strued to mean commitment to the state department of social welfare. 110 803 I02 Same; eligibility for admission; health examination; physi- cal and mental examination: may exclude from admission; county ex- pense; determination; affidavit to auditor general; return to com- mitting county; expense. Sec. 2 A boy between the ages of 12 and 17 is eligible for ad- mission to said boys vocational school, upon commitment by the juve- nile division of the probate court to the state department of social welfare, who: (1) Repeatedly associates with immoral persons, or is leading an imnoral life «aris repeatedly found on premises occupied or used for illegal purposes; or (2) Wilfully and repeatedly absents himself from school while being required by law to attend, or repeatedly violates rules and regulations thereof, or (3) Has deserted his home without sufficient cause or is re~ peatedly disobedient to the reasonable and lawful commands of his parents, guardian or other custodian; or (4) Has habitually violated municipal ordinances, statutes of the United States defining petty offenses or statutes of the state de- fining misdemeanors cognizable by justices of the peace or who has violated any other penal statutes of the state or the United States; or - (5) Habitually idles away his time.l Boys committed shall be subjected to a careful health examination by a registered physician, and a written report on said examination. showing that the boy is free from any chronic or contagious disease or mental or physical defect that would be a menace to those already in the said boys’ vocational school, shall accompany the commitment papers: .Provided, That when the superintendent of boys’ vocational school has received a boy, the boy shall be held by the superin- tendent without formal admission to the school pending further ex- amination. The superintendent, as soon as practical, shall obtain for each boy so held a physical and mental examination by a medical doctor, a psychiatrist and a clinical psychologist. The Michigan social welfare commission may, on the basis of said findings, exclude from admission any boy who, because of mental or physical defect, wouki be unable to profit from training, or, at the option of the judp who comitted the boy and if the nature of the defect would not endanger other boys in said school, order the boy admitted and care for him at the expense of the county of commitment. Such expense shall be determined by the commission on a per diem basis using all cost figures for the previous fiscal year exclusive of capital ex~ penditures. The superintendent shall make and file with the auditor general an affidavit of such expense and the state shall collect the amount of such expense from the treasurer of the county of com— nfitment: .Provided, That if the county agent or some other suitable person appointed by the judge does not come for a boy not admitted to M—e A—<“iiiL, 10' 7,..x" “’71“ "fzm “m1. ww- . .-«- said school within 3 days after the court has been notified that the boy cannot be admitted as either a state or county charge, or if the judge has failed to provide for admission as a county charge, the superintendent shall order the boy returned to the committing county by an employee of boys’ vocational school and the cost of the return shall be at the expense of the county. 803zl03 Same; control by social welfare commission; rules, use, personal investigation; guardianship; period of confinement; tempo- rary protection and correction, cost. Sec. 3. The said boys” vocational school shall be under the general control and management of the Michigan social welfare com- mission, hereinafter referred to as "the commission", bathe same ex- tent as provided in section 1 of Act No. 280 of the Public Acts of 1939, as amended, being Section 400.1 of the Cbmpiled Laws of 1948. Ehder rules promulgated by the commission with the approval of the commissioner of corrections, the Michigan reformatory, probationary 'work.camps and other facilities of the department of corrections, ex- cept prisons, may be used temporarily for the protection and cor- rection of a boy 16 years of age or older heretofore or hereafter committed to the state department of social welfare under this act When such boy has‘been found to be so aggressively out of control as to be a menace to himself or others in said school. Such rules shall provide for a careful personal investigation by the director of the state department of social welfare of the records of said school con- cerning the boy and an interview by the director with the boy himself and with others acquainted with his behavior. When the facilities of the department of corrections are used by the state department of social welfare in this manner for any boy, he may be required to abide by the regulations of the department of corrections and shall be subject to the same supervision and discipline as prisoners:.Pro- vided, That at any time the superintendent of boys' vocatiOnal school with the approval of the director of the state department of social welfare may order the return of the boy to said boys’ vocational school: And provided further, That the guardianship for the state remains with the superintendent of boys’ vocational school as pro- vided in section 5 of this act: And provided further, That no boy shall be confined after he has reached 19 years of age. The boys' vocational school shall furnish the transportation both to the fa- cility designated by the commissioner of corrections for receiving a boy, and from the facility where he is cared fbr if being returned to boys’ vocational school for further care at the school or for re- lease. The department of corrections is hereby authorized and directed to receive any boy sent to it for temporary protection and correction under this section and no special provision for the segregation for such a boy from prisoners need be provided. The cost of care of such a boy while under the control of the department d thallht oriltm the retum 19:. use tztewe under fix {are com. same ex- Acts of of 1941 ll of the )atinnflry rim“ or and cor- erenfter this!“ ntrOl ’3 as shall r of the mOlCMY - himself illne! ment of lrcd ‘0 1 shall I. Pro- sChOol socifll tionll stale sP“r iolfly boys' of corrections shall be a charge against the appropriation of the department of corrections. 803 IOH Same; superintendent and employees Sec 4. The officers in innmdiate charge of said-boyS‘ vocational school shall consist of a superintendent, who shall be responsible for the conduct, discipline, education and business affairs of said school_ an assistant superintendent, who shall act for and in the absence or disability of said superintendent and who shall perform such other duties as may be assigned him by said superintendent or the commission and such teachers, attendants, instructors, medical officers and helpers as may be necessary as the said commission may determine fnmntime to time subject to the provisions of section 3 of this act. 803r|05 Relationship of state; absentees. Sec. 5. The state shall at all times stand in the place and re- lationship of parent and legal guardian to each boy sent to said boys‘ vocational school during his residence therein or while under the control thereof,zuvithe superintendent shall represent the state in such relationships. Each boy sent to such school shalltxesubject to tie training, education and discipline herein prescribed by the commission, and shall remain therein until graduation or discharge therefrom as herein provided. No boy attending such school shall absent himself therefrom or from any school class, task or duty pre- scribed for him without leave or permission from said superintendent. Whenever any boy absents himself without leave beyond the limits of said school he may be retaken thereto by any police or other public officer or agent without warrant, and it shall be the duty of every person having knowledge of the whereabouts of such boy to inmediately notify the superintendent of said school of such fact, and also the nearest public official and to hold said boy in detention until he can be delivered up for return to said school. 803.l06 Rules and regulations; discipline; course of study. Sec. 6. The commission shall prescribe rules and regulations for the discipline of said school to carry out the purposes thereof. Said commission, hiconjunction with the superintendent of public in- struction, shall also prescribe a complete and graduated course of study for the boys within such school, equal and as near as may be similar to the grades up to the twelfth grade in the public schools of this state. Said commission shall also provide the means and eQuipment, and competent instructors for the teaching of useful trades and occupations, including any technical training that may be useful and suitable to the pupils therein. 803. i07 Training. Sec. 7. The boys attending said boys’ vocational school may be 11 .—..-..o...——.... «five ., 0" f. 'M. 16 804.|08 Girls' training school; temporary leaves of absence from, or release to parents or foster family. Sec. 8 Under rules and regulations to be prescribed by the Michigan social welfare commission, any girl in said school may be granted temporary leaves of absence for vacation periods or released to her parent or parents, or to a suitable foster family of good character. (As amended by Act 175, P.A. 1949.) 804.l09 Release or discharge. Sec. 9. Every such girl shall remain in said school until her re- lease therefrom or for the period expressed in the order of the juve- nile division of the probate court which sent her there; but no such girl shall be held in said school beyond the age of 19 years. Upon her release or discharge she may be returned either to the county from which she came or to her natural parents, if living and able to take charge of her,<>rplaced temporarily in the care of any resident of this state of good moral character who is willing to furnish her a home or employment as provided in section 8 hereof. 80u.|l0 Medical and physical inspection; treatment; burial; disci- pline; incorrigibility. Sec. 10. The rules and regulations of said school shall provide for initial, periodical and final medical and physical inspections of each girl; for her treatment for any disease or physical ailment;for decent and appropriate burial in case of death; for her classifi- cation as to age, mental condition, adaptability as to occupation, conduct and deportment and as to such other grounds as may be pre- scribed therein. The discipline prescribed shall be fairly and hu~ nmnely carried on; and shall not ordinarily include any form of punishment not permitted to parents in their usual relationships. Any such girl 17 years of age or older who proves to be wholly in« corrigible may be returned to the public authorities of the county fnom which she came, upon approval of the juvenile institute com- nussion, and evidence of incorrigibility in the institution shall be admissible in a hearing before the juvenile division of the probate court. 80¢.lll Records and reports. Sec. 11. [becrds shall be kept pertaining to each individual girl during her residence or connection with said school, containing such information and notations as may be prescribed by the state juvenile institute commission in regulations. Reports shall be furnished the governor upon such matters pertaining to said school as he may re- quire. Upon release from said school, all records pertaining to any girl shall be filed as confidential upon the order of the probate court of the county having original jurisdiction of such girl. 110 80u.ll2. Clothing, transportation and money furnished upon release. Sec. 12. Every girl upon release or honorable discharge from said school, shall be given suitable civilian clothing, transportation to her destination, and such sum of money, not exceeding $50.00, as may be deemed necessary for her sustenance for a period of 30 days there- after, which clothing and money shall be provided out of any funds in the state treasury not otherwise appropriated, upon the requisition of the superintendent of said school and the warrant of the auditor general. 804.l|3 Repeal; misdemeanor, penalty. Sec. 13. All acts and parts of acts, inconsistent herewith, are hereby repealed. Any person, not being a girl therein who aids or induces any girl in said school to disobey its rules or regulations, or to escape therefrom,cn'who fails to notify the public authorities as required in section 5, or who otherwise violates any of the pro- visions of this act, shall be deemed guilty of a misdemeanor, and on anwiction thereof shall be punished by a fine not exceeding $1,000.00, or by imprisonment in any of the state prisons for not more than 1 year, or by both such fine and imprisonment in the dis- cretion of the court. 0....... l7 l4 .7.\ ‘ <\ . v . q.‘... .9“ “~"-~‘.-M_i._- -7- 80u.|02 Same; eligibility for admission; examination, report. Sec. 2. Who may be admitted. All girls now attending or held in said girls’ training school or paroled or apprenticed therefrom or belonging thereto, shall continue under the authority of the girls’ training school according to the orders of the several courts which sent them there in the first instance; and any female child between the ages of 12 and 17'iseligible for admission to said girls’ train- ing school upon commitment by the juvenile division of the probate court, providing she: (1) Repeatedly associates with dissolute, vicious, or immoral persons, or is leading an immoral or vicious life; or (2) Wilfully and repeatedly absents herself from school while be- ing required by law to attend, or repeatedly violates rules and regulations thereof; or (3) Has deserted her home without sufficient cause, or is re- peatedly disobedienttxithe personable and lawful commands of her parents, guardian or other custodian; or (4) Has habitually violated municipal ordinances, statutes of the United States defining petty offenses or statutes of the state defining misdemeanors cognizable by justices of the peace or who has violated any other penal statutes of the state or the United States. Girls committed to the girls’ training school shall be subjected to a careful examination by a registered and competent physician, and a written report on said examination, showing that the girl is not pregnant andis free from any chronic or contagious disease or physi- cal defect that would betamenace to those already in the said girls’ training school. and showing that she is not physically or mentally handicapped to the extent that she cannot be enrolled in the academic or vocational training program of said school, shall accompany the commitment papers. 80“.|03 Same; control by juvenile institute commission. Sec. 3. The said girls’ training school shall be under the gener- al control and management of the state juvenile institute commission to the same extent as provided in Act No. 280 of the Public Acts of 1939. 80¢.IOQ Same; superintendent and employees. See. 4. The officers in immediate charge of said girls’ training sclool shall consist of a superintendent, who shall be responsible for the conduct,discipline,educational and business affairs of said school;tuiassistant superintendent, who shall act for and in the ab- sence or disability of said superintendent and who shall perform such other duties as may be assigned him by said superintendent or the 110 state juvenile institute commission; and such teachers, attendants, instructors, medical officers and helpers as may be necessary as the said state juvenile institute commission may determine from time to time subject to the provisions of section 3 of this act. 80n.l05 Relation of state to girls; education, discipline; escaped girls. Sec. 5. The state shall at all times stand in the place and rela- tionship of parent and legal guardian to each girl sent to said girls' training school during her residence therein or while under the control thereof;rnuithe superintendent shall represent the state in such relationships. Each girl sent to such school shall be sub- ject to the training, education and discipline herein prescribed and to the rules and regulations of said school, and shall remain there- in until graduation or discharge therefrom as herein provided. No girl attending such school shall absent herself therefrom or from any school class, task or duty prescribed for her without leave or per- mission from said superintendent. Whenever any girl absents herself without leave beyond the limits of said school she may be retaken thereto by any police or other public officer or agent without warrant, and it shall be the duty of every person having knowledge of the whereabouts of such girl to immediately notify the superin- tendent of sdid school of such fact, and also the nearest public of- ficial and to hold said girl in detention until she can be delivered up for return to said school. 80H.I06 Rules and regulations; course of study. Sec. 6. The state juvenile institute commission shall prescribe rules and regulations for the discipline of said school to carry out the purposes thereof, which shall be subject to the advice and ap- pnaval of the governor. Said commission, in conjunction with the superintendent of public instruction, shall also prescribe a com- plete and graduated course of study for the girls within such school, equal and as near as may be similar to the grades up to the twelfth grade in the public schools of this state. Said commission shall also provide the means and equipment, and competent instructors for tie teaching of useful arts and occupations. including domestic science, to the pupils therein. 804.l07 Clothing and equipment furnished to girls. Sec. 7. The girls attending said girls’ training school shall be furnished clothing and athletic equipment, and given instruction in gymnastics and athletics. It shall be the duty of the officers con- nected with said school to stimulate esprit de corps in said school, and inculcate the principles of good'citizenshipzh1 the minds of said girls. 15 ‘ A - F“-o—6-\ {EIII‘RU 0 so. .1... I It 1 s 1. 11111.11 1-.-- l- 110 ‘11 : ... u . . . .. . r . . s ‘- . J . n . , .. I. . . ... . a s . . up -. . ... - I. .. \ .- . L . a u . s . c v. . u. a .o . . APPENDIX III SUMMARY OF PSYCHOLOGICAL DATA SUMMARY CF MTA Boys Entering January 1, 1953 thru December 31, 1953 Compiled by Staff of Psychological Clinic E. L. V. Shelley Chief Psychologist. . .x. ‘j‘ k. a. d- DISTRIBUTION OF INTELIIGENCE QUOTIENTS frosts used - ‘WechsleréBellevue, Form I and II, Wechsler Intelligence Scale for Children. (given to boys under 15 years of age) we POPULATION om POPULATION WCHSLER'S 1,9, 3,253 1252 popmuon 120 and over 2% 2% 3% 110-119 5% 10% 10% 100-109 17% 20% 90-99 38% . 31% 50% 80-89 23% 23% 16% 70-79 13% 10% 7% 60-69 1% 3% 50-59 1% 2% Median LQ. , 92 94% 1. This year we received a smaller percentage of bright boys than last year. The increase goes to the average group. 2. The other categories remain about the same as in past years. ACADEMIC ACHIEVEMENT 6mm READINg ARITHMETIC 1252 19.52 125.3 .1252 11 2% 2% 1% 3% 10 6% 1% 1% 4% 9 9% 6% 6% 5% 8 15% 14% 6% 10% 7 12% 12% 16% 13% 6 12% 14% 20% 27% 5 16% 16% 22% 21% I. 15% 15% 15% 11% 3 5% 5% 2% 2% 3 8% 3% 10% 3% Median Grade 6 6 6 6 1; In 1953 we received a larger percentage of boys with good reading skills (9th grade level or higher) - 17% as compared with 9% in 1952. 2. There was a 5% increase in the percentage below 4th grade level. 3. ‘We received this year a smaller percentage of boys with good arithmetic skills (9th grade or above) 8% as compared with 12% in 1952. 4. There was a very marked increase in percentage of boys with arithmetic skills below 3rd grade level - 12% in 1953 compared with 5% in 1952. 5. For the first time in 4 years there has been a significant change in the arithmetic skills of our incoming groups. This year's group has markedly poorer arithmetic skills than any group in the last 4 years. - 1 - t ACADEMIC GROWTH DURING STAY AT BVS January 1, 1953 to December 31, 1953 Group A - (Boys AboVe Average in Intelligence) I. Reading Skills: ; 35%made 3 months growth for each month in school. 47 made 2 months growth for each month in school. 12 made 1 month growth for each month in school. 6 made no growth. 1. 1 boy made 2 grades growth (24 months) during 4 months attendance in our school. 2. Only 1 boy in this group failed to grow at all although he spent 5 months in the program. 3. 82% of the group made the kind of growth one would expect from their intellectual endowment. II. Grammar Skills: ' 25%made 4 months growth for each month in school. 31 made 3 months growth for each month in school. 6 made 1 month growth for each month in school. 38 made no growth. 1. 1 boy made 3 grades growth (36 months) while attending our school 5 months. 2. The percentage of boys making no growth was only'é-as large as last year. This is good progress. There are still too many boys in this group. ‘ g 3. There was a marked increase this year in the percentage of boys in this group who made the kind of progress of which they are capable. III. Arithmetic Skills: . 31%made 4 months growth for each month in school. 1 made 3 months growth for each month in school. 0 made 2 months growth for each month in school. ‘25 made 1 month growth for each month in school. 38 made no growth. 1. Almost 1/3 of the group made growth of about 1 full grade for every month of school experience. 2. All the rest made 1639 growth than they should have in view of their ability. IV. Spelling Skills: 14%made 3 months growth for each month in school. 21 made 2 months growth for each month in school.1 14 made 1 months growth for each month in school. 51 made no growth. 1. 2 boys made about 1 grade growth (12 months) for every month in our school. 2. Results for 1953 were Just about what they were for 1954. 3. 2/3 of the group made much less progress than they were capable of. - 2 - V. Total Grade Placement 10% made 4 grades grovth f r each month in school. 10 made 3 grades growth for each month in school. 16 made 3 grades growth for each month in school. 54 made 1 grade growth for each month in school. 10 made no growth. Group B (Boys of Average Intelligence) 1. Reading Skills: "13% made 5 months growth for each month in school. 13 made 4 months growth for each month in school. 12 made 3 months growth for each month in school. 21 made 2 months growth for each month in school. 28 made 1 month growth for each month in school. 13 made no growth. 1. In 1953 about 38% of this group made unusually good growth as compared with 27% in 1952. This is a significant increase. 2. The percentage of boys who made no growth was cut in half in 1953. This too is a fine record. II. Grammar Skills: 13% made 5 months growth for each month in school. 6 made 4 months growth for each month in school. 10 made 3 months growth for each month in school. 10 made 2 months growth for each month in school. 14 made 1 month growth for each month in school. 47 made no growth. - The situation here has not changed materially over last year except that there was a reduction in percentage of‘boys making no progress. This group is still too large. III. Arithmetic Skills: 13% made 5 months growth for each month in school. 8 made 4 months growth for each month in school. 17 made 3 months growth for each month in school. 18 made 2 months growth for each month in school. 26 made 1 month growth for each month in school. 18 made no growth. 1. There was an increase in the percentage of boys making unexpect- _ edly good growth as compared with 1952. 2. A better Job of teaching arithmetic to this group was done in 1953 than in 1952. IV. Spelling Skills: 13% made 5 months growth for each month in school. made 4 months growth for each month in school. 9 made 3 months growth for each month in school. 13 made 2 months growth for each month in school. 20 made 1 month growth for each month in school. 39 made no growth. 1. The spelling situation was practically the same in 1953 as in 1952. 2.) Too many boys make no progress in spelling although they'are capable. 3 ‘V. Total Grade Placement 11% made 5 months growth during 7 15 24 32 11 made 4 months growth during made 3 months growth during made 2 months growth during made 1 month growth during made no growth. each month in each month in each month in each month in each month in school. school. school. school. school. The over-all picture for these boys of average intelligence was good this year. Only 11% failed to grow and 33% made considerably better progress than we expected. Group C (Boys Below Average in Intelligence) I. Reading Skills: II. III. 19% made 5 months growth for 11 13 13 18 26 Half of these boys made considerably more growth than one would predict for this ability. This evidences a good teaching Job. made 4 months growth for mode 3 months growth for made 2 months growth for made 1 month growth for made no growth. Grammar Skills: 8% 5 8 14 17 48 made 5 months growth for made 4 months growth for made 3 months growth for made 2 months growth for made 1 month growth for made no growth. Arithmetic Skills: 13‘1 made 5 months growth for 8 11 16 39 made 4 months growth for made 3 months growth for made 2 months growth for made 1 month growth for each month in each month in each month in each month in each month in each month in each month in each month in each month in each month in each month in each month in each month in each month in each month in school. school. school. school.- school. school. school. school. school. school. school. school. school. school. school. 13 made no growth. An unusually large proportion of this group made growth in arithmetic way beyond the expectation for their learning ability. IV. Spelling Skills: 11% made 5 months growth for each month in school. 8 made 4 months growth for each month in school. 9 made 3 months growth for each month in school. 9 made 2 months growth for each month in school. 25 mode 1 month growth for each month in school. 38 made no growth. V. Total Grade Placement: 7% made 5 grades growth during each month in school. 9 made 4 grades growth during each month in school. 9 made 3 grades growth during each month in school. 14 made 2 grades growth during each month in school. 48 made 1 grade growth during each month in school. 13 made no growth. w—‘r-v—T— MANUAL DEXTERITY {Pest used --1 Bennett Hand Tool Dexterity Test. PERCENTIIE 1251 1252 1953 90-100 - Very High 6% 13% 16% ’ 80-89) - High 10% 12% 10% 70-79) 11% 8% 12% 60-69) - High Average 13% 9% 11% 50-59 _ A 7% 15% 11% 40-49) ”rage 15% 7% 9% 30-39 - Low average 10% 10% 11% 20-29) - Low 7; 8% 1%; 10.19 - v 11 9% 0-9 ) e” 1”” 13% 9% 2% Median 52 percentile 50 percentile 55 Percentile l. The trend noted in 1952 continued in 1953. 'we received a larger percent- age of boys with good dexterity and a smaller percentage with par dexterity. 2. Almost 2/3 of the group could profit from high - level millwork training. It is too bad we don't have more opportunities for this kind of work. RESULTS OF THE MOONEY PROBLEM:CHECK LIST (Junior High School.Form) The boy is asked to underline the question which is troubling him at the present time. He may at times underline questions which are not really concerning him very much, and at other times may fail to underline other questions about which he is very much troUbled. However, since the situation is structured only by the statement of the question, the results are interest- ing. During 1952 this check list was given to 329 boys, only those with read- ing skills at 5th grade or higher. The specific problems which were under- lined most often were: No. 66 - Getting into trouble. " 134 - Missing someone very much. 3 52 -HWanting to earn some of my own money. ” 68 - Sometimes not being as honest as I should be. " 111 - Don't like school. ” 65 - Picking the wrong kind of friends. " 5 - Not getting outdoors enough. " 156 - Needing a Jab during vacations. " 86 - Restless to get out of school and into a Job. Numbers 66, 134, 68 and 86 were also most frequently’underlined in 1952 and 1951. The rest are new to our hit parade. Problems underlined least often were: No. 77 - Too much school work to do at home. " 98 - Being picked on. ” 11 - Being an only child. 75 - Messing too much school because of illness. 93 - Not allowed to have dates. 116 - Being criticized by my parents. 58 ->Parents.working too hard. _ 5 _ '4 Numbers 11 and 116 also appeared on the list in 1951 and 1952. iMore problems were underlined in the areas of self-centered concerns and school than any other. The fewest underlines were in the areas Boy-Girl Relationships. This was also true in 1951 and 1952. The tendency to project problems on school characterizes this group as it did the group last year. They also tend to be primarily concerned with themselves and are not adequately concerned about other people. APPENDIX IV APPLICATION FOR CLUB ACTIVITY APPLICATION FOR CLUB ACTIVITY I realize that I should stick with this activity during the remainder of my =+ay at BVS unless there is a good reason for dropping it, Being a member of a rlub demands regular attendance in spite of other activities which I might occas- zonally prefer to attend, I realize I should join a club only in case of a real interest which means I should give considerable thought to the matter before joining. As a club mem» her I would expect to maintain a good record before, during, and after joining. :1 other words, being a club member is an opportunity which carries with it cer- 'ain responsibilities. If ye; are not clear on the acti.vities of each lub yo:.r cottage parents or ~1u::e::1 can supp? y 1h :nfcrmat ' on, .Oon't jv.st join a cILb to be doing some- ‘Eingn Join it beoo use of what you can give‘ba and 5_} from it. The recommenda- -ons of yvur cotiaao parents will- help you in get» , int c a club activity, “v3 will. be permitted to join only one club activity (few exceptions), during :1? stay at BVS; I am interested in joining the because Signed Cottage parents comment: Please f rward to h:V‘: tonn;:-of “he hill refer it to the Group Activities PA kw. ~w-‘h GRCUP .3.'13'.1.‘I"‘."ITIT3S T"; 2 "UPI? LL (Boy'.3 N?$1@ ‘— (Igalli ' ge; IDate of Referral) "1 O H {-17 (D C‘ c: d m d" O tin—ities Eagitged in I‘Io. '0‘ 9.11.3; 7.77—- Tistail an; or grade Poss to 'HJ'S Placement PB. ‘1 T1 "~,"‘I 'r‘ rn' firt-n . 1' A "rs-.v'l ‘ '.T-.-- \f-’ 33. I7} .. .-.'J."3 i v)! '~.,-'.,'(_".::J VTTJFJP' *9 fl. __v_ -— "‘".’I ('1‘ . 1fr1111 ‘rr'\ '7 r 1171\(‘3‘ -" '1'" 1 -.1 J; 'J- YJD ‘1: -.-. Bl CU}. . U. .‘ H11 ..'i..k\.): ‘ V—vm .._—.. - —-—-..—. —— AL «3 \_-r hv"-r'1'.-.frj1 I 1 . _‘ '1 . ‘_ ‘\ -‘ ' (j . ., ' ,. fl -_ ‘ 1" Y?! s.‘ fl J—J- .-. .11 1-...~.1: \<,ou..s alor, 1010.913 M11331 :uiervi..or, ocacn, 1 .1. Inst”, cottage T“¢'| V‘ .‘ ‘ ‘U 1 1 '. ‘- ' 'u . " ‘ min-1,, 14513218131, asyuho lo (3.113 t, etc.) won—4....- -“ w —r ‘ ‘L (Court; M or 5 Si; nature—T w WV In...— .04tun-D-IIU'U-Il-C'UIQD-O-I-fl-un----~--o~-¢~-~p-—-~-----oo—q-——oa-----u—nuo-m--q--u------¢ ‘r .11, .1 ”v.1”? __. L :.o .1\1...L‘Jla: b Mfiwflw.’ V r\