The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 23
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welfare. A conference was held at the home with the parentis.
A*e difficulties were discussed, A definite program for A*s
physical, mentalf social, and ©motional behavior was out-
lined# To effect this adj ustment # there was complete cooper-
ation among the pupil, the parent®, and the teacher.
A timid,, self-consciousf and withdrawing "behavior was
due to ©verdirectioa and domination "by the first stepfather#
A*g mother and th© second stepfather were helped to gain
insight into A*a seeds and to understand th# necessity of
providing experiences that would develop hi® initiative and
responsibility# In the classroom* experiences were given
that were at his level of maturity and that he could meet
satls fa#to rlly.
A tendency to appropriate things that did not 'belong to
him seeded to emerge because he was frustrated and did not
know what to do with hiraeel£* fhe mother was counseled to
give him an opportunity to earn money and to provide the
necessities that were essential to his h&ppineejs. In the
classroom, he was given experiences that would help him to
understand hi ®elf* opportunities were provided for legiti-
mate releases' of his emotions is play—construction, art,
music* or any problem that was of interest to him and h*d an
She'cheating was a result of a feeling of inadequacy
and his feeling of insecurity in the home* He was gi^sn
simple tasks so that success was assured with reasonable
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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/m1/37/: accessed November 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .