The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 34
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average, and Is difficult to keep at a task until it Is com-
pleted. Physically, he can hold hov. own* and moves at his own
rat© of speed. Ho has the qualities of the average "boy ©f hie
age. socially* he is a jabberer ana is selx-conscious on oc-
casions. lataotionally, he is impatient, moody and apprehensive
on some days? oa others, he is happy ana cooperative#
treatment.—C1a mother mas requested to com© to the
school for a conference. All the data on G's condition were
discussed with her# She was cooperative and grateful xor
any assistance in helping her boy 6 was given a physical
check-up and the directions given for his "build-up were fol-
Recognising that 0fs "behavior problems could not b#
alleviated aa long as there mm inter-parental tension, and
"both parents were emotionally unstable* the mother wae re-
ferred to a specialist« through his counsel and guidance
she was relieved of her chronic anxiety disorder and was
assisted in initialing and following a wis# rehabilitating
program for 0# 0*5 mother discontinued transferring her
morbid anxieties to C« She cultivated such a matter-of-fact,
wholesome attitude toward her huaWnd'a patterns of behavior
that 0 ceased to be afraid or show any sywptoms of feeling
insecure# C*a tendency to cheat and do other acts that were
not socially acceptable was- corrected by giving him experi-
ence a in which he could succeed, and an allowance each week
to buy tJie things that he wanted : t hom<? and at school.
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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/m1/48/: accessed September 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .