The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading

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ability to be a calm, emotionally stable boy. Hi a speech
when he was exeited was Mustering, with hasty and indistinct
articulation* After a few weeks of speech ran ©dial lessons
he overcame his difficulty. He was volatile, cried at the
slightest provocation, and rarely made a stove without calling
attention to himself* So satisfy hia. desire for attention
he was given places of leadership and responsibility in the ''
group activities in the cl&ssroosu l*s parents stimulated
him toward intellectual attainment that was beyong hia readi-
ness. The parental pressure was ao great that he resorted
to lying, bullying, and temper outbursts when his mork was
not the beet in the class# The parents were told that I
should be permitted to develop at hie own rate of speed, at
his own maturity level, and that hi® great need for security,
patience, and tolerance at home and in the classroom should
be met* I showed jealousy toward hia baby sister because
of the decrease in attention which he received, even though
he was told before her arrival that she would be his play-
mate* X's attitude toward his mother's inability to ta&e
hlra out precipitated a conflict. This conflict did act re-
sult in jealousy as an isolated symptom but as a part of a
total personality maladjustment. i*« parents understand the
danger of this maladjustment to I's personality development#
They provide experiences that are necessary for the devel-
opment of self-reliance, freedom, and personal worth in their
dealing with him, instead of those that would encourage
dependence and seclusiveness.

Leith, Beulah Thornton. The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc130212/. Accessed December 20, 2014.