Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls Page: 24
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not answer the question* Eleven girls indicated that they
would welcome .opportunities few? counseling, five did not -
wish such opportunities, and two omitted their answers.
Five participants stated that they had seae particular "par-
sob la mind with whom they would like to talk; ten had no
one in mlndj and three failed to check this item.
Three questions in this table deal with the student *s
recognition of her problems and her interest in working at
their aoltstloa. Shtse questions are the following i
1. S you feel that the items you have marked on the
list sheet give a we 11-rounded picture of yew problem?
2. Would you like to have sore chance to write out,
think about, mad discuss matters of personal concern to
3. . If you had the chance, would you talk to someone
about some of the problems marked in the list?
An analysis of the responses to the three preceding
questions, as contained in Table 2, shows that Sroup A
checked a total of forty-three "yes" responses, whereas
Group B checked a total of thirty-one.
the Personality tests
At the beginning of school, the California Stat of Per-
sonality, Secondary Series, was administered to groups A and
S for the purpose of determining the extent to which each
girl was adjusting to the problems and conditions which
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Fagg, Carmen Bernice. Relative Effectiveness of Two Methods of Teaching Personal Development to Homemaking Girls, thesis, 1950; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc130210/m1/28/: accessed August 19, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .