The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 29
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confirmed the diagnosis of the school doctor, B was given
treatment until he was a strong, healthy toy#
Thro ugh association with the family it was concluded
that his relationship with the family was responsible for his
anti-social and emotional "behavior* He web not permitted to
have playmates* to share his toy©, to touch anything in the
house, to go anywhere* or to make any decision®*
The adults in B*s home, through reeducation, realised
that they had been dictatorial, and resolved to give him
more freedom and guidance in helping him develop an integrated
personality, They did everything possible to overcome his
previous training, fhe anti-social mid withdrawal tendencies,
jealousy and insecurity were due to fear of punishment and
l&clc of sympathy and understanding,
To counteract these conditions the parents invited chil-
dren into the home t© play, and encouraged him to become
friendly with neighborhood children, and to share his belong-
ings with thesu H® ae given responsibilities in the home
to develop the feeling of usefulness to others. In the class-
room he was requested to assist those who were slow in read-
ing and to share his materials* W® act® of friendliness
arid service were always favorably commended. He was placed
with a group that, by their acts, encouraged him to be more
B*e nervous symptoms and unfavorable behavior patterns
discontinued,, after he he-came physically well, and was given
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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/m1/43/: accessed May 27, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .