The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 70
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In the school I mm giyen ample opportunity to share
responsibilities and to cooperate In all group play and
■work to attain reasonable independence and a sens© of per-
sonal freedom. He was unpopular with the children "because
he did not practice gccd sportsmanship. The "boy has fine
possibilities for growth Once he "began to control himself,
his adjustment was rapid* fo remote as far .as poa-sible the ■■
tension producing force® that were the basis of I's diffi-
culties * a sympathetic relationship with I was maintained
and an attitude of confidence in his ability was always
present in order to give him a feeling of belongingness#
I was given periods for rest and relaxation at school#
At" home the raother em that he had adequate rest to correct
the overactivity problem.
Pos t**treatBient condit ion#—Table 36 shows that X matured
, - •. :fABLs m
MI SCORiSS AND 3MBAI© SCORE MADE BY CASE I
OK PINTNKB-CUNNINGHAM PRIMARY TSSf: S*0BM A
* * ♦
Bls^riiflinatioii of size*.#
# # *
* * *
%t drawing*••••••••«. .#
Totals..*.«>«. •<•. * *. •
*54 « 133
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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/m1/84/: accessed June 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .