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MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE 6/01 cJClRC/DateDuepes-sz Michigan State University East Lansing, Michigan Amnzms' NEEDS AND TEACHERS' 113313391:st / by Diane Sax Submitted to the Faculty of the College of Home Economics of Michigan State University in partial fulfillment of the requirements for the degree of Masters of Arts College of Home Economics Department of Home'Hanagement and Child Development 1965 T34 (0!? 1m ABSTRACT STUDENTS' NEEDS AND TEACHERS' PERCEPTIONS One philosophy concerned with teaching family life education advocates presenting students with information based on their needs, which is assumed to help them both in present and future situations. If one accepts this philosophy, then research is necessary for the realistic recognition of students' needs. The purpose of this study was to determine problems of high school students as perceived and expressed by selected high school students and to compare these expressed problems to high school family life teachers' expressed perceptions of students' problems. The student sample consisted of 128 boys and girls in coeducational family life classes from three different communities in central lower Muchigan. The teacher sample consisted of ten home economics teachers from lower'Michigan.who were teaching coeducational family life classes at the time of this study. The instrument used to obtain students' expressed problems and teachers' perceptions of students' problems was the 1950 revised high school form of the Mooney Problem Checklist. The following hypotheses were made: 1. Problems checked by students will vary by age, sex, grade, and position in family. 2. Students' expressed problems as indicated by the Mooney Probleerheckli t will vary from teachers' perceptions of students' problems as indicated by the same instrument. As a result of the data collected the preceding hypotheses appeared to be supported and the following conclusions were drawn. 1. The problem areas, as defined by the Mooney Problem Check- list, which were consistently expressed by the total student sample as most important were; 1. Adjustment to School work, 2. Courtship, Sex, and‘Marriage, 3. Personal- Psychological Relations, 4. Social-Psychological Relations. 2. There are differences in the problem areas designated and their importance which differ according to age, sex, grade, and position in family; however, the four categories men- tioned in number one appear consistently important. 3. Although teachers perceived the categories of Adjustment to School work and Courtship, Sex, and Marriage as being important to their students, they perceived the greater problems to be in the categories of Home and Family, and The Future: Vocational and Educational. Further research is needed to provide accurate and useful information on the needs, feelings and behavior of young people, as well as research concerned with methods for integrating these findings into family life classes. ACKNOWLEDGEMENTS Sincere appreciation is expressed to those people who contributed to the development of this study. A special thanks to Dr. William Marshall for his helpful criticism and guidance throughout the preparation of this problem and to Dr. Twyla Shear and Dr. Alice Thorpe for their suggestions and encouragement. ii MICHIGAN STATE UNIVERSITY COLLEGE OF HOME ECONOMICS EAST LANSING, MICHIGAN CHAPTER TABLE OF CONTENTS The Problem and Its Scope The Problem Importance of Study Statement of Problem General Hypotheses Assumptions of Study Limitations of Study Overview Review of the Literature Methodology Sample Instrumentation Hypotheses Analysis Summary Analysis of Data Variations by age, sex, grade and position in family variations in student and teacher response Discussion Summary Summary and Conclusions Summary Conclusions Discussion - Implications for Future_Research Bibliography Appendix iii PAGE 10 10 11 12 20 22 24 25 25 25 26 27 28 29 TABLE OF TABLES TABLE PAGE 4.1 Problems Indicated and Their Importance in 12 Each Category by Age by Percent 4.2 Problemw Indicated and Their Importance in 14 Each Category by Sex by Percent 4.3 Problems Indicated and Their Importance in 16 Each Category by Grade by Percent 4.4 Problems Indicated and Their Importance in 18 Each Area by Position in Family by Percent 4.5 Problems Indicated and Their Importance in 20 Each Area by Students and Teachers by Percent FIGURE 4.1 Students Indicating Problems as Most Important 13 in Each Area by Age by Percent 4.2 Students Indicating Problems as Most Important 15 in Bach Area by Sex by Percent 4.3 Students Indicating Problems as Mbst Important 1? in Each Area by Grade by Percent 4.4 Students Indicating Problems as Most Important 19 in Each Area by Position in Family by Percent 4.5 Students Indicating Problems as Mast Important 21 in Each Area Compared With Teachers' Perceptions by Percent iv CHAPTER 1 The Problem and Its Scope There are in general two philosophies of family life educations; one school advocates teaching students subject matter based on a preconceived course outline, usually developed by the classroom teacher. The other school advocates presenting students with information based on their needs, which is assumed to help them both in present and in future situations. If one adopts the philosophy based on student needs, as many teachers do, then family life educators must have accurate and reliable information concerning student needs. 1. The Problem Importance of the Study If one believes that family life education should help students cope 'with social reality, then research is necessary to determine the kinds of realistic problems with.which students are concerned. Statement of_the Problem The purpose of this study was to determine problems of high school students as perceived and expressed by selected high school students and to compare these expressed problems to selected high school family life teachers' expressed perceptions of students' problems. Hypotheses 1. Problems checked by students will vary by age, sex, grade and position in family. 2. Students' expressed problems as indicated by the Mooney Problem Checklist will vary from teachers' perceptions of students' problems as indicated by the same instrument. 1 II. III . Assmtions of the Study It was assumed that the Mooney Problem Checklist that was used to indicate student problems by both students and teachers was valid for this purpose. It was assumed that family life courses are by definition attempt- ing to meet the needs of their students. It was also assumed that the areas checked on the Mooney Problem Checklist were valid indications of students' real problems. Limitations of the Study The study was conducted under the following limiting factors. 1. The student sample was limited in the following ways; A. The sample was drawn from the area of central lower Michigan. B. Coeducational family life classes were the only ones selected. 2. The teacher sample was limited in the following ways; A. The sample was drawn from the area of lower Michigan. D. Home economics teachers currently teaching coeducational family life classes were the only ones selected. 3. Possible responses which students could make were limited by those categories which appear on the Mooney Problem Checklist. Overview In Chapter Two the literature concerned with family life teaching according to student needs will be briefly reviewed. A description of the sample and instrumentation will be found in Chapter Three, with analysis of results presented in Chapter Four. In Chapter Five are presented the sumary and conclusions. CHAPTER 2 Review of the Literature In the United States the term "worthy home membership" was recognized as early as 1918 as one of the seven cardinal principles of education. Based upon this directive principle, the field of family life education has been growing rapidly at the college, university and secondary level and more recently in the elementary grades. Many educators are aware, however, that the present offerings in family life education are inadequate. "Since high school is the last chance for the many students who don't go on to college, it is important that more and better offerings be organised at that level."1 Content of high school family life courses frequently includes such topics as dating and courtship, implications of early marriage, love and romance, preparation for marriage, sex education, marital adjustment and parenthood. The philosophy that family life education should be geared to the students' developmental stage has been the framework for many curriculum decisions. A brief look at the developmental sequence during adolescence, as designated by Duvall, shows how well it can serve as a basis for cur- riculum planning in family life education. "as (the adolescent) needs to complete the adoles- cent cycle of physical growth. He needs to achieve emotional emancipation from his parents. He needs to learn to take final personal responsibility for his own behavior. He needs to learn how to make a 1Harold T. Christensen, Marriage Analysis, p. 593. good adult adjustment to members of the opposite sex. He needs to organize the values he has been developing during childhogd into a fairly consis- tent philosophy of life." Brown states that there are certain characteristics successful family life education in the schools must have. "It must be coeducational, must be developed cooperatively among parents, students, teachers, and others, must really allow for individual differences, must be geared to the developmental needs of individuals, and must be a community program in the true sense of the expression." Christensen suggests that in the future if family life education is to prosper it must become more sensitive to two opposite influences on the family: (a) the strivings of the individual personalities within the family, and (b) the needs of human beings in the world outside the family.4 Broderick argues that studies have shown that young people increas- ingly bring more heterosexual experience and sophistication to family life classes than is assumed by most textbooks and course outlines. He feels that students should be offered: (1) information based on reliable research which will augment their own experience, (2) concepts according to which they can analyze and interpret both their own experience and the newly learned information, and (3) opportunities to apply this information and these concepts to their own situation. However, be indicated that surveys show that what most students receive from family life classes 2Harold T. Christensen, ed., Handbook,2£yMarriage angwthg_Family, p. 888. 31bid. "Ibid . is advice.5 "It is remarkable but true that students can spend a whole term discussing family living, maturity, values, and boy-girl relations'without ever touch- ing on their own pressing personal problems. It is as though there were a conspiracy between stu- dent and teacher to avoid the specific, the germane, the personal, the complex, and the difficult reali- ties of life."5 Force supports this position by suggesting that perhaps the best courses are those which base their content on background, needs, and interests of students in an effort to give maximum.reality to the educa- tional experiences.7 The preceding survey of the literature in the field of family life education, attempting to support a particular point of view, appears to indicate that family life education better meets its objectives when it is based on the expressed needs of students. Broderick states that many of the studies dealing with the problems of youth are outdated and of little value. He urges those in research to renew their efforts to pro- vide accurate and useful information on the needs, feelings, and behavior of young people.8 5Carlfred B. Broderick, "Family-Life Education versus Reality," Journal 9; Marriage 9351 £13 Family, Vol. 26, February, 1964, pp. 102-103. 6mg. 7Blizabeth 3. Force, "The Role of the School in Family-Life Education," Journal o_f Marriage 2951 the Family, Vol 26, February, 1964, p. 100. 31b“. Summagz Writings of these educators uphold the philosophy of student-oriented courses in family life. In their opinions, the foundation for the sub- ject matter taught in family life classes should be the needs of the students. Therefore, the present study attempts to obtain information about students' needs by collecting data concerning students' expressed problems. CHAPTER 3 Methodology Sggple The student sample consisted of 128 boys and girls in coeducational family life classes from three different communities in central lower Mflchigan. Of the 128 students, 43 were from a rural community, Nashville; 35 from a suburban community, Grand Ledge; and 50 from an urban community, Pontiac. These categories were determined by location of the schools, occupation of parents, and discussion with the teacher of each class. The total sample was composed of 52 boys and 76 girls, ranging in age from 15 through 19. All students were either juniors or seniors in high school and occupied the position of youngest, middle, oldest, or only child in their family. The teacher sample consisted of ten home economics teachers from the papulation area of lower Michigan who were at the time of the study an- gaged in teaching coeducational family life classes. Due to a leave of absence from her school system, one teacher was not available for response. The response rate from teachers was then 902. In no case was a teacher included in the teacher sample*who was also a teacher in one of the classes which comprised the student sample. This decision was made in order to avoid the teachers forming the hmpression that the study in any way constituted an evaluation of them. Instrumentation The 1950 revised high school form of the Mooney Problem Checklist was used to obtain students' expressed problems and teachers' perceptions of students' problem areas. This form consists of the following eleven categories. . . .. A f v . Y. . a T‘ I. Y , r y a m u: . . . , | m .1 u. l ..l p .l .‘ ,. .x . \s I a I I .l . r (. .L a I. I e (. . p HPD Health and Physical Development FLE Finances, Living Conditions, and Employment SRA Social and Recreational Activities 03! Courtship, Sex, and Hhrriage SPR Social-Psychological Relations PPR Personal-Psychological Relations HR Morals and Religion HP Home and Family EVE The Future: vocational and Educational ASH Adjustment to School work CTP Curriculum and Teaching Procedure Each of the above categories contained thirty problem statements and two total columns, one column for the statements underlined as problems and the other column for the statements circled, from those previously under- lined, as most hmportant. The Problem Checklist resulted from the desire of Ross L. Mooney to systematize his methods of discovering the problems of young people. It is not a test. It does not measure the scope or intensity of student problems in such a way as to yield a test score. The number of items underlined and circled must be regarded as a "census count" of each student's problems -- limited by his awareness of his problems and his willingness to reveal them. The usefulness of the Problem Checklist approach lies in its economy for appraising the major concerns of a group and for bringing into the open the problems of each student in the group. The )boney Problem Checklist has been used in research to show changes and differences in problems in relation to age, sex, social background, 10 school ability, interest patterns and the like.9 Hypotheses On the Nboney Problem Checklist: 1. Problem areas indicated by students will vary according to age. 2. Problem areas indicated by students will vary according to sex. 3. Problem areas indicated by students will vary according to grade. 4. Problem areas indicated by students will vary according to position in family. 5. Problem areas indicated by students will vary from the problem areas perceived by teachers as student problems. Analysis The analysis of data in Chapter Four treats each of the above variables as a separate entity. Computations consisted of counting separately both the circled and underlined statements in each category of the Mooney Prob- lem Checklist. These figures were then expressed as percents of the total possible statements, thirty in each category, which students could circle and underline. Summary This Chapter included a description of the sample used for this study, a description of the Mooney Problem Checklist, a statement of hypotheses and discussion of the way in which the data were analyzed. The percent- ages obtained for each variable will be compared by means of tables and graphs presented in Chapter Four. 9Ross L. Mooney and Leonard V. Gordon, The Mooney Problem Check Lists. CHAPTER.4 Analysis of Data The following data have been summarized and presented in table and graph form according to each hypothesis; age, sex, grade, position in famdly and teachers' perceptions of students' problems. For each table, the percentages given for both the number of under- lined statements and the number of circled statements have been obtained by dividing the number of responses recorded on all Checklists in each category (e.g., HPD, FLE, SRA, CSMD by the total number of possible responses for each category. Pbr each graph, the percentages shown have been obtained by dividing the number of students who circled one or more statements in‘each lboney category by the total number of students. The above procedure was also used in summarizing the teacher responses as obtained by the money Problem Checklist. 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Hi :3 nae-z annoy Ann-2v assessor x~¢aze omega: Ann-av u.oeao Ase-xv mane aoaua.gm uoeuuem ha ham-em a“ momma-om h.— 3.3 noun a.“ uncommon—la edema use nausea—.5 olefin—ohm is 0.33. 22 Discussion Table 4.1 appears to indicate that the problem areas as defined by the categories of the Hboney Problem Checklist do vary according to age. The majority of statements circled by sixteen year olds and the nineteen year olds as most important were in the category of Home and Family. The majority of statements circled by seventeen and eighteen year olds as being most important were in the Courtship, Sex and Marriage category. All age groups, however, consistently underlined the most statements in the category, Adjustment to School work. Considering Figure 4.1, the percent of students who circled state- ments in each area, the sixteen.year olds were equally concerned with three categories; Courtship, Sex and Marriage; Personal-Psychological Relations; and Adjustment to School work. The seventeen year olds were most concerned with the category of Personal-Psychological Relations, the eighteen year olds were most concerned with Courtship, Sex and Marriage and the nineteen year olds were most concerned with the Adjust- ‘ment to School Wbrk category. Table 4.2 presents the problem areas as they vary by sex. Girls circled the most statements from the Courtship, Sex and Marriage category with the largest number of statements underlined in the Social-Psycho- logical Relations and Adjustment to School Wbrk categories. Boys circled the most statements in the Courtship, Sex and Marriage category and Adjustment to School Wbrk category. The largest percent of statements underlined by boys was in the Adjustment to School work category. Figure 4.2 points to the Home and Family category as the one which the largest percent of girls circled and the Adjustment to School Wbrk 23 as being most important for boys. Both boys and girls rated the area of Courtship, Sex and Marriage as being next in importance. Table 4.3 points out the variation in problems on the basis of grade. Percentages indicate that high school juniors circled the most statements in the category of Adjustment to School Work, while high school seniors circled the most statements in Courtship, Sex and Marriage. Juniors underlined the most statements in the area of Morals and Religion, while seniors underlined the most statements in the area of Adjustment to School Work. Figure 4.3 indicates that the greatest percent of juniors were con- cerned about Adjustment to School Work and the greatest percent of seniors were concerned about Courtship, Sex and Marriage. In regard to position in family, Table 4.4 indicates that only children and oldest children circled the most statements in the category of Home and Family, middle children circled the most statements in the category of Adjustment to School Work and youngest children circled the most statements in Courtship, Sex and Marriage. Only children, middle children, and youngest children all underlined the most statements in the Adjustment to School Work category while oldest children underlined the most statements in the Home and Family category. Figure 4.4 indicates that the greater percent of only children were concerned with Social-Psychological Relations, the greater percent of oldest children were concerned equally with the Rome and Family, and Courtship, Sex and Marriage. The greater percent of middle children were concerned with Adjustment to School Work and the greater percent of youngest children were concerned with Personal-Psychological Relations. 24 Table 4.5 indicates how teachers' perceptions of student problems compare with the expressed problems of the total student sample. Teachers both circled and underlined the most statements in the category of Home and Family while students circled the most statements in the category of Courtship, Sex and Marriage and underlined the most statements in the area of Adjustment to School work. Figure 4.5 shows the highest percent of students circled the state- ments in the Courtship, Sex and Marriage category, indicating it was most flmportant, while the highest percent of teachers circled the statements in the Rome and Family category, indicating it was most important as they perceived the problems of their students. A correlation of .361 was obtained for students' and teachers' under- lined responses. A correlation of .563 was obtained for students' and teachers' circled responses. This appears to indicate that teachers have a better perception of problems which are the most important to students than they have of students' problems in general. Sun-lg! As a result of the preceding data the hypotheses that were presented in Chapter Three appeared to be supported. 1. The expressed problems of high school students vary according to age, sex, grade, and position in family. 2. Problems expressed by students vary from the problems of students as perceived by family life teachers. CHAPTER 5 Summary and Conclusions Summagz This study was undertaken to investigate the expressed problems of high school students in selected coeducational family life classes in lower Michigan. The problems of these students were compared by age, sex, grade, and position in family and teachers' perceptions of the students' problems. The Mooney Problem Checklist was administered to one-hundred and twenty-eight high school family life students and sent to ten teachers currently teaching coeducational family life classes in lower Michigan. The objective was to obtain information about students' problems and teachers' perceptions of students' problems. The data were summarized and compared by percentages; these percentages indicate that problems of high school students vary according to age, sex, grade, and position in the famdly. The comparison of student response to teacher response indi- cated that teachers perceive the problems of their students somewhat differently than students in selected family life classes perceive their own problems. Conclusions The following conclusions may be drawn as a result of this study. 1. The problem areas, as defined by the Mooney Problem Checklist, which were consistently expressed by the total student sample as most important were; (1) Adjustment to School Hark, (2) Courtship, Sex and Marriage, (3) Personal-Psychological Relations, (4) Social-Psychological Relations. 25 26 2. There are differences in problem areas indicated and their importance by students which are different according to age, sex, grade, and position in family; however, the four areas mentioned in the preceding statement appear consistently important. 3. Although teachers perceived the categories of Adjustment to School work and Courtship, Sex and Marriage as being important to their students, they perceived the greater problems to be in the cate- gories of Rome and Family, and The Future: Vocational and Educational. Discussion Recognizing the lhmitations of the scope of this study, the find- ings do suggest that family life educators may not be entirely aware of the factors which influence the problems being faced by their students. Though student problems very, there appear to be certain categories of common concern upon which a realistic approach to teaching family life can be built. In particular, it should be noted that the expressed problems of these students about Adjustment to School work seem to represent a shift away frommwhat has long been held to be their primary problem -- personal-social relations. These findings also suggest that family life teachers might profit by investigating the needs of their particular students thoroughly before embarking upon a pre-determined course of study, in order realistically to help students contend with their own pressing personal problems. 27 lications for Future Research 1. iMore research is needed to provide accurate and useful information on the needs, feelings and behavior of young people. 2. Research concerned with methods for realistically inte- grating these findings into family life classes is also necessary. BIBLIOGRAPHY Broderick, Carlfred 3., "Family-Life Education Versus Reality," Journal o_f Marriage _a_n_c_l_ 3:113 Family, Vol. 26, No. 1, February, 1964. Christensen, Harold T., ed., Handbook g_f_ Marriage ing the Family, Chicago, Rand McNally and Company, 1964. Chirstensen, Harold T., Marriage Analysis, 2nd ed., New York, The Ronald Press Company, 1958. Force, Elizabeth S., "The Role of the School in Family-Life Education," Journal 2; Marriage §n_d_ £13 Family, Vol. 26, No. l, Febm‘ry, 1964e Mooney, Ross L. and Gordon, Leonard V., _Th_e_ Mooney Problem Check Lists, The Psychological Corporation, 304 East 45th Street, New York, 1950. Snedecor, George W., Statistical Methods, Iowa State College Press, Ames Iowa, 1956. Travers, Robert M. w., An_ Introduction _t_c_>_ Educational Research, 2nd ed., New York, The Macmillan Company, 1964. 28 APPENDIX 29 March 10, 1965 Dear The enclosed Checklist is an appeal for your assistance in accessing the current problems of high school youth. This research problem is being prepared for my Master's degree in family life education at Michigan State University. Dr. William Marshall is directing this research. Your experience in teaching coeducational family living classes is of value to us in gaining insight into the problems of youth. Will you please take about thirty minutes of your time to fill in the in- formation on page one of the enclosed material, carefully read the directions, complete the Checklist and, at your earliest convenience, return it via the enclosed envelope. The researcher guarantees ano- nymity. Your cooperation is vital to the success of this project and will be greatly appreciated. Thank you. Sincerely, Sincerely, Diane Sax William R. Marshall Graduate Student Associate Professor of Child Development 30 Please fill in the following information as completely as possible. DATE NUMBER OF YEARS OF TEACHING EXPERIENCE NUMBER OF YEARS TEACHING FAMILY LIVING CLASSES APPROXIMATE ENROLLMENT OF SCHOOL APPROXIMATE ENROLLMENT OF FAMILY LIVING CLASS(ES) NUMBER OF CLASSES TOTAL NUMBER OF STUDENTS APPROXIMATE AGE OF STUDENTS IN FAMILY LIVING CLASSES DIRECTIONS: This is a list of problems which are often troubling students of the age you teach -- problems of health, money, social life, home relations, re- ligion, vocation, school work, and the like. Some of these problems are likely to be troubling your boys and girls in family living classes and some are not. As you read the list, pick out the problems which you feel are troubling them. FOLLOW THESE THREE STEPS. FIRST STEP: Read through the list slowly, and when you come to a problem which suggests something which you feel is troublingiyour students underline it. SECOND STEP: When you have completed the first step, look over the problems you have underlined and pick out the ones which you feel are troubling your stu- dents most. Show these problems by making a circle around the numbers in front of them. THIRD STEP: Omit Pages 5 and 6 unless you care to express additional comments con- cerning student problems. Please use ygg£_jggg!ent about the problems of yourgparticular students in family living. Do not ask for student opinions on this Checklist. At your earliest convenience please return this Checklist via the enclosed envelope. Thank you for your cooperation. 31 MOONEY PROBLEM CHECK LIST HIGH 1950 ' . Ross L. MOONEY SCHOOL REVISION Bureau of Educational Research FORM Ohio State University Age ............ Date.of birth ............................................................................................... Boy ............ Girl ............ Your class, or the number of your grade in school .................................................................................................................................. Name of school ............................................................ . ....................................................................................... Name of the person to whom you are to turn in this paper ......................................................................................................................... Your name or other identification, if desired .......................................................................................................................................................... Date ............................................................ DIRECTIONS This is not a test. It is a list of problems which are often troubling students of your age—problems of health, money, social life, home relations, religion, vocation, school work, and the like. Some of these problems are likely to be troubling you and some are not. As you read the list, pick out the problems which are troubling you. There are three steps in what you do. First Step: Read through the list slowly, and when you come to a problem which suggests some- thing which is troubling you, underline it. For example, if you are troubled by the fact that you are underweight, underline the first item like this, “1. Being underweight.” Go through the whole list in this way, marking the problems which are troubling you. Second Step: When you have completed the first step, look back over the problems you have underlined and pick out the ones which you feel are troubling you most. Show these problems by making a circle around the numbers in front of them. For example, if, as you look back over all the problems you have underlined you decide that “Being underweight” is one of those which troubles you most, then make a circle around the number in front of the item, like this, “ m Ririmdemeight.” v Third Step: When you have completed the second step, answer the summarizing questions on pages 5 and 6. \P _ ® Copyright 1950. All rights reserved. 5&1251. The Psychological Corporation Printed in U.S.A. 304 East 45th Street, New York 17, N. Y. TOTAL. . . . Cir. I Tot. HPD F‘VE l‘ IN! BIG” 8 41. 42. . Needing to know my vocational abilities 44. 45. 46. 47. 48. 49. 51. 52. Being underweight Being overweight . Not getting enough exercise Getting sick too often Tiring very easily Needing to learn how to save money . Not knowing how to spend my money wisely Having less money than my friends have . Having to ask parents for money Having no regular allowance (or income) . Slow in getting acquainted with people . Awkward in meeting people . Being ill at ease at social affairs . Trouble in keeping a conversation going . Unsure of my social etiquette . Having dates . Awkward in making a date . Not mixing well with the opposite sex . Not being attractive to the opposite sex . Not being allowed to have dates . Getting into arguments . Hurting people’s feelings . Being talked about . Being made fun of . Being “different" . Losing my temper . Taking some things too seriously . Being nervous . Getting excited too easily . Worrying . Not going to church often enough . Not living up to my ideal . Puzzled about the meaning of God . Doubting some of the religious things I’m told . Confused on some of my religious beliefs . Worried about a member of the family . Sickness in the family . Parents sacrificing too much for me . Parents not understanding me . Being treated like a child at home Unable to enter desired vocation Doubting the wisdom of my vocational choice Doubting I can get a job in my chosen vocation Wanting advice on what to do after high school Missing too many days of school Being a grade behind in school Adjusting to a new school Taking the wrong subjects Not spending enough time in study Having no suitable place to study at home Family not understanding what I have to do in school . Wanting subjects not offered by the school . Made to take subjects I don't like 55. Subjects not related to everyday life 101. 102. 103. 104. 105. 106. 107. 108. 109. l 10. 109 0°04 26 neat! tne “El BIOleg arm as you come [0 a prontem wnlcn trountes you, unuerune II. Page 2 . Frequent headaches . Weak eyes . Often not hungry for my meals . Not eating the right food . Gradually losing weight . Too few nice clothes . Too little money for recreation . Family worried about money . Having to watch every penny I spend . Having to quit school to work Not enough time for recreation . Not enjoying many things others enjoy . Too little chance to read what I like . Too little chance to get out and enjoy nature . Wanting more time to myself . No suitable places to go on dates . Not knowing how to entertain on a date . Too few dates . Afraid of close contact with the opposite sex . Embarrassed by talk about sex . Wanting a more pleasing personality . Not getting along well with other peOple . Worrying how I impress people . Too easily led by other people . Lacking leadership ability . Daydreaming . Being careless . Forgetting things . Being lazy . Not taking some things seriously enough . Parents making me go to church . Disliking church services . Doubting the value of worship and prayer . Wanting to feel close to God . Affected by racial or religious prejudice . Not living with my parents . Parents separated or divorced . Father or mother not living . Not having any fun with mother or dad . Feeling I don’t really have a home . Needing to decide on an occupation Needing to know more about occupations Restless to get out of school and into a job . Can't see that school work is doing me any good . Want to be on my own Not really interested in books Unable to express myself well in words Vocabulary too limited Trouble with oral reports Afraid to speak up in class discussions Textbooks too hard to understand Teachers too hard to understand So often feel restless in classes Too little freedom in classes Not enough discussion in classes 2.5% 38736 .... First Step: Read the list slowly, and as you come to a problem which troubles you, underline it. Page 2 Page 3 Page 4 " Cir. I Tot. . . , , HPD 1. Bemg underwelght 56- Frequent headaches 111. Not as strong and healthy as I should be 166. Poor complex1on or skm trouble 221, Trouble with my hearing 276. Poor teeth 2. Being overweight 57- Weak eyes 112. Not getting enough outdoor air and sunshine 167. Poor posture 222. Speech handicap (stuttering etc.) 277. Nose or sinus trouble 3 NOt getting enough exercise 58' Often not hungry for my meals 113° NOt getting enough sleep 168. Too short 223. Allergies (hay fever, asthma: hives etc.) 278. Smoking 4. Getting SiCk too often 59' NOt eating th? right fOOd 114' Frequent COIdS 169- T00 tall 224. Glandular disorders (thyroid, lymph, etc.) 279. Troubleowith my feet 5. Tiring very easily 60- Gradually loslng weight 115. Frequent sore throat 170. Not very attractive physically 225. Menstrual or female disorders 280. Bothered by a phvsical handicap 6. Needing to learn how to save money 61- T00 few nice clothes 116. Wanting to earn some of my own money 171. Living too far from school 226. Parents working too hard 281. Borrowing money FLE 7- NOt knowing how to spend my money wisely 62" T00 llttle money for recreation 117. Wanting to buy more of my own things 172. Relatives living with us 227. Not having certain conveniences at home 282. Working too much outside of school hours 8. Having less money than my friends have 63- Family worried about money 118. Needing money for education after high school 173. Not having a room of my own 228, Not liking the people in my neighborhood 283. Working for most of my own expenses 9. Having to ask parents for money 64- Havmg to watch every penny I spend 119. Needing to find a part-time job now 174. Having no place to entertain friends 229. Wanting to live in a different neighborhood 284. Getting low pay for my work 10. Having no regular allowance (or income) 65. Having to QUit 5011001 to work 120. Needing a job during vacations 175. Having no car in the family 230. Ashamed of the home we live in 285. Disliking my present job 11. Slow in getting acquainted with people 66- Not enough time for recreation 121, Nothing interesting to do in my spare time 176. Not being allowed to use the family car 231. Wanting to learn how to dance 286. Too little chance to do what I want to do SRA 12. Awkward in meeting peOple 67. Not enjoylng many thmgs others enjoy 122. Too little chance to go to shows 177. Not allowed to go around with the people I like 232. Wanting to learn how to entertain 287. Too little chance to get into sports 13' Being ill at ease at social affairs 68' TOO httle chance to read what I like 123' Too little chance to enjoy radio or television 178- SO often “Qt allowed to go 01” at night 233. W anting to improve myself culturally 288. No good place for sports around home 14. Trouble in keeping a conversation going 69. Too little chance to get out and enjoy nature 124. Too little chance to pursue a hobby 179. In too few student activities 234, Wanting to improve my appearance 289. Lacking skill in sports and games 15. Unsure of my social etiquette 70. Wanting more time to myself 125. Nothing interesting to do in vacation 180. Too little social life 235. Too careless with my Clothes and belongings 290. Not using my leisure time well . CSM 16, Having dates 71. No suitable places to go on dates 126. Disappointed in a love affair 181, Being in love 236. Going with someone my family won’t accept 291. Thinking too much about sex matters 17- Awkward in making a date 72- NOt knowing how to entertain on a date 127. Girl friend 182. Loving someone who doesn’t love me 237. Afraid of losing the one I love 292. Concerned over proper sex behavior 18. Not mixing well with the Opposite sex 73. Too few dates 128. Boy friend 183. Deciding whether I’m in love 238. Breaking up a love affair 293. Finding it hard to control sex urges 19' NOt being attractive to the opposite sex 74' Afraid Of close contact With the opposite sex 129- Deciding whether to go steady 184. Deciding whether to become engaged 239. Wondering how far to go with the opposite sex 294, Worried about sex diseases 20' NOt being allowed to have dates 75' Embarrassed by talk about sex 130- Wondering if I’ll find a suitable mate 185- Needing advice about marriage 240- Wondering if I’ll ever get married 295. Needing information about sex matters 21. Getting into arguments 76. Wanting a more pleasing personality 131. Slow in making friends 186. Being criticized by others 241. Wanting to be more popular 296, Being too envious or jealous SPR 22- Hurting people’s feelings 77- NOt getting along well With other peOple 132. Being timid or shy 187. Being called “high-hat” or “stuck-up” 242. Disliking someone 297. Speaking or acting without thinking 23. Being talked about 78- Worrying 110‘” I impress people 133. Feelings too easily hurt 188. Being watched by other people 243. Being disliked by someone 298. Feeling that nobody understands me 24. Being made fun of 79. Too easily led by other people 134. Getting embarrassed too easily 189. Being left out of things 244. Avoiding someone I don’t like 299. Finding it hard to talk about my troubles 25. Being “different” 80- Lacking leadership ability 135. Feeling inferior 190. Having feelings of extreme loneliness 245. Sometimes acting childish or immature 300, No one to tell my troubles to 26. Losing my temper 81. Daydreaming 136. Moodiness, “having the blues” 191. Afraid to be left alone 246. Being stubborn or obstinate 301. Too many personal problems PPR 27. Taking some things too seriously 82. Being careless 137. Trouble making up my mind about things 192, Too easily moved to tears 247. Tending to exaggerate too much 302. Having memories of an unhappy childhood 28. Being nervous 83. Forgetting things 138. Afraid of making mistakes 193. Failing in so many things I try to do 248. Having bad luck 303. Bothered by bad dreams 29. Getting excited too easily 84. Being lazy 139. Too easily discouraged 194. Can’t see the value of most things I do 249. Not having any fun 304. Sometimes bothered by thoughts of insanity 30. Worrying 85. Not taking some things seriously enough 140, Sometimes wishing I’d never been born 195. Unhappy too much of the time 250. Lacking self-confidence 305. Thoughts of suicide 31. Not going to church often enough 86. Parents making me go to church 141. Wondering how to tell right from wrong 196. Can’t forget some mistakes I’ve made 251' Sometimes lying without meaning to 306. Sometimes not being as honest as I should be MR 32. Not living up to my ideal 87. Disliking church services 142. Confused on some moral questions 197. Bothered by ideas of heaven and hell 252. Swearing, dirty stories 307 Getting into trouble . 33. Puzzled about the meaning of God 88. Doubting the value of worship and prayer 143. Parents old-fashioned in their ideas 198, Afraid God is going to punish me 253. Having a certain bad habit 308' Giving in to temptations 34. Doubting some of the religious things I’m told 89. Wanting to feel close to God 144. Wanting to understand more about the Bible 199. Troubled by the bad things other kids do 254. Being unable to break a bad habit 309' Having a troubled or guilty conscience 35. Confused on some of my religious beliefs 90. Affected by racial or religious prejudice 145. Wondering what becomes of people when they die 200. Being tempted to cheat in classes 255. Lacking self-control 310: Being punished for something I didn’t do F 36. Worried about a member of the family 91. Not living with my parents 146. Being criticized by my parents 201, Being an only child 256. Clash of opinions between me and my parents 311. Friends not welcomed at home H 37. Sickness in the family 92. Parents separated or divorced 147. Parents favoring a brother or sister 202. Not getting along with a brother or sister 257. Talking back to my parents 312. Family quarrels 38. Parents sacrificing too much for me 93. Father or mother not living 148. Mother 203. Parents making too many decisions for me 258. Parents expecting too much of me 313, Unable to discuss certain problems at home 39. Parents not understanding me 94. Not having any fun with mother or dad 149. Father 204, Parents not trusting me 259, Wanting love and affection 314. Wanting to leave home 40. Being treated like a child at home 95. Feeling I don’t really have a home 150. Death in the family 205, Wanting more freedom at home 260. Wishing I had a different family background 315. Not telling parents everything 41. Unable to enter desired vocation 96. Needing to decide on an occupation 151. Choosing best subjects to take next term 206. Deciding whether or not to go to college 261. Lacking training for a job 316. Not knowing what I really want FVE 42. Doubting the wisdom of my vocational choice 97. Needing to know more about occupations 152. Choosing best subjects to prepare for college 207, Needing to know more about colleges 262. Lacking work experience 317, Needing to plan ahead for the future 43- Needing to know my vocational abilities 98- Restless to get OUt 0f 8011001 and into a 10b 153' (311005ng bGSt SUbleCtS to prepare for a 10b 208. Needing to decide on a particular college 263. Afraid of unemployment after graduation 318, Family opposing some of my plans 44. Doubting I can get a job in my chosen vocation 99. Can’t see that school work is doing me any good 154. Getting needed training for a given occupation 209, Afraid I won’t be admitted to a college 264. Doubting ability to handle a good job 319, Afraid of the future 45- Wanting advice on what to do after high 3011001 100- Want to be on my own 155- Wanting to learn a trade 210. Afraid I’ll never be able to go to college 265. Don’t know how to look for a job 320. Concerned about military service ‘ ASW 46. Missing too many days of school 101. Not really interested in books 156. Not getting studies done on time 211. Trouble with mathematics 266. Don’t like to study 321. Getting low grades 47' Being 3 grade behind in SChOOl 102' Unable to express myself well in words 157« NOt liking SCb001 212. Weak in writing 267. Poor memory 322. Just can’t get some subjects 48' Adlsstmg to a new 301.1001 103- Vocabulary too limited 158. Not interested in some subjects 213. Weak in spelling or grammar 268. Slow in reading 323, Not smart enough 49' Taklng the wrong SUbeCtS . 104- Trouble With oral reports 159. Can’t keep my mind on my studies 214. Trouble in outlining or note taking 269, Worrying about grades 324. Afraid of failing in school work 50- NOt spending enough “me in StUdY 160. Don’t know how to study effectively 215. Trouble in organizing papers and reports 270. Worrying about examinations 325. Wanting to quit school CTP 51. Having no suitable place to study at home 52. Family not understanding what I have to do in school 53. Wanting subjects not offered by the school 54. Made to take subjects I don’t like 55. Subjects not related to everyday life 106. Textbooks too hard to understand 107. Teachers too hard to understand 108. So often feel restless in classes 109. Too little freedom in classes 110. Not enough discussion in classes ‘ i 105. Afraid to speak up in class discussions i i i '7 I I 38736 161. 162. 163. 164. 165. Not enough good books in the library Too much work required in some subjects Not allowed to take some subjects I want Not getting along with a teacher School is too strict 109 08/04 26 if 4 216. 217. 218. 219. 220. Classes too dull Teachers lacking personality Teachers lacking interest in students Teachers not friendly to students Not getting personal help from the teachers 271. Teachers not considerate of students’ feelings 272. Teachers not practicing what they preach 273. Too many poor teachers 274. Grades unfair as measures of ability 275. Unfair tests Second Step: Look back over the items you have underlined and circle 326. School activities poorly organized 327. Students not given enough responsibility 328. Not enough school spirit 329. Lunch hour too short 330. Poor assemblies TOTAL. . . the numbers in front of the problems which are troubling you most. Third Step: Page: 5 and 6 e ,__- Iii ‘ II Page 5 Page 6 Third Step: Answer the following four questions. 3. Would you like to have more chances in school to write out, think about, and discuss matters of personal concern to you? ............ Yes. ............ No. Please explain how you feel on this question. QUESTIONS 1. Do you feel that the items you have marked on the list give a well-rounded picture of your problems? ............ Yes. .............No Add anything further you may care to say to make the picture more complete. 2. How would you summarize your chief problems in your own words? Write a brief summary. 4. If you had the chance, would you like to talk to someone about some of the problems you have marked on the list? ............ Yes. ............ No. If so, do you have any particular person(s) in mind with whom you would like to talk? ............ Yes. ............ No. (Questions are continued on next page») _.—.__‘ (ch.— V 312 293 02237 1755