The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 69
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ability to be a calm, emotionally stable boy. Hi a speech
when he was exeited was Mustering, with hasty and indistinct
articulation* After a few weeks of speech ran ©dial lessons
he overcame his difficulty. He was volatile, cried at the
slightest provocation, and rarely made a stove without calling
attention to himself* So satisfy hia. desire for attention
he was given places of leadership and responsibility in the ''
group activities in the cl&ssroosu l*s parents stimulated
him toward intellectual attainment that was beyong hia readi-
ness. The parental pressure was ao great that he resorted
to lying, bullying, and temper outbursts when his mork was
not the beet in the class# The parents were told that I
should be permitted to develop at hie own rate of speed, at
his own maturity level, and that hi® great need for security,
patience, and tolerance at home and in the classroom should
be met* I showed jealousy toward hia baby sister because
of the decrease in attention which he received, even though
he was told before her arrival that she would be his play-
mate* X's attitude toward his mother's inability to ta&e
hlra out precipitated a conflict. This conflict did act re-
sult in jealousy as an isolated symptom but as a part of a
total personality maladjustment. i*« parents understand the
danger of this maladjustment to I's personality development#
They provide experiences that are necessary for the devel-
opment of self-reliance, freedom, and personal worth in their
dealing with him, instead of those that would encourage
dependence and seclusiveness.
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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/m1/83/?rotate=90: accessed March 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .