The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 58
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school. Is the classroom he was given security rather than
criticism* confidence lasteat of distrust, materials that were
necessary for Ms work, and costumes for any school function
5.a which h# participated. Hi® classroom was open early and
114 not. close until late in the afternoon so that h© could
play la an atmosphere of kindness, Be wag raa&e to feel by
those at the school that he belonged* lo hostile attitudes
were ever used in dealing with hire#
fhe parents promised that the home conditions would "be
mad® free from emotional stress®® and strain* G*a difficul-
ties in social standards* such m cheating* bullying, lying,
and tattling, were traced t® emotional tension in the feme#
fhe rehabilitation program that the parents instituted created
a wonderful end prcduct—m integrating personality* They
gave hi® love, sympathy, and a feeling of belongingness«
Hi® emotional difficulties which were due to fear ©f punish-
ment at horn® * were abated "by the demonstration of understand-
itig and interest given hia daily by his own family#
Post*treatment coMltione-- G was successful in his work,
as Table 27 shows* Ills mental age is sewn years and ten
months* a growth of one year and ten months over a seven
months' period, and his intelligence quotient is one hundred
fable 28 reveals that Q ha® learned to solve his prob-
lem© a® a. good citisen. fable 26 shows that the guidance
program was a help to G# He showed a marked improvement ia
all the phases of personality adjustment*
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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/m1/72/: accessed May 29, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .