The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 24
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effort, and was given affection ana reassurance of confidence
ia his ability at home and at school*
A misrepresentation of facts and fanciful teles not "based
on facts were told to excuse himself "because the consequences
of the "behavior were humiliating or painful. At home and school
plan© were made so that the consequences of Ma behavior would
help him gain an insight into the cans© and effect, rather
than being severely punished. He wag assisted in gaining
responses froa his friends and parents, and escperienees w®m
provided that would give him more opportunity for adventure
A*s nervous disorders,such as nail biting* disturbed
sleep* persistent crying, fear* Jealousy, lack of control and'
enuresis, were a result of his feeling of inferiority and
insecurity* fo counteract these behavior disorders * the
factors that appeared to be partly responsible for their
appearance were removed* fhe parents were helped to under-
stand the necessity of providing A with love, with a feeling
of belongiisgnese, and with a home where a harmonious atmos-
phere prevailed* In school* a genuine interest was shown ia
all of his ©rk* He was helped to get established ia th®
school environment where emotional tension «aa kept at a
Post-treatment oo&dltion,-*« After seven months of treat-
ment A is mentally alert, as is shown by Table 3. His mental
age is eight years and three months and his intelligence
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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/m1/38/: accessed July 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .