The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 18
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Concept of Guidance
Whoever would guide a child wisely roust understand
mot only the nature of that child, "but the setting in
which he lives-# Wise teachers recognise that the school
is sot the only important influence in personality
growth. In Bohool or out, hia life ia a continuous
stream of experiences which i&evitsMy affect Ms health
and behavior, Ho guidance worker can afford to ignore
these forces* No program for personality education can
succeed unless it deals with the whole child*5
Ideally conceived, guidance enables each individual
to understand his abilities and interest, to develop
them as well as foisiMf$ to relate them to life*©
goair, and finally to reach a state of complete mature
self~guidanoe a* a desirable citisen of a democratic
The definition of guidance varies according to the
problems with respect to which guidance is given* Guidance
in this study is an educational situation offering to chil-
dren opportunities for personality development*
fhe descriptions of individual esses her® given summa-
rise the most pronounced and the most consistent tendencies
of each case with special reference to those factors that
pertain to this study, the ©use*® place In the family and ia
the school* 8ach aspect is telling in relationship to the
total concept of the case and his ■prdblm.*
■Pre~treatwent condition*—A is six years of age* of
nomal si«e for his age, %ut is only la fair health*
55Phe National Elementary Principal. Mfteenth Yearlx>o3c
of the lepartient ©I Elementary ■Softool Principals, p 293.
Arthur I* Traxler, fechaifues of Guidance, p. 3.
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Leith, Beulah Thornton. The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading, thesis, 1950; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc130212/m1/32/: accessed January 17, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .