The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 74
Many conferences and much observation revealed that 3
lias numerous ©motional disturbances, as are shorn In fable
111, Appendix A, such as Jealousy# sail biting, persistent
crying, finger sucking, self-consciousness, feart and hate.
Table 112, Appendix A* shew® that his behavior problems are
lacfe of interest in school work* cheating, tardiness, lying,
defiance to discipline, marked overactivity, unpopularity
with children, bullying, speech difficulties, and imagina-
figure a, Appendix B, indicates that intellectually J
is bright. Physically, he can hold his own, but is not
courageous* Socially, he is critical of authority and alow
to accept new methods# Emotionally, he has periods of ex-
treme elation or depression, is impatient, and easily aroused,
and worries unduly,
frestate nt,-—The parents agreed to take any measures that
would give a solution to J*s problems, there is much tension
and confusion in the home despite their basic affection for
the child* fhe grandparents are strong influences, and they
impose their conflicting standards on J, which are at vari-
ance with the standards and practices of child growth and
development, bat are gratifying to him. He hates his father
and his home. He cries to return to the grandparents. He
displays many nervous tensions at school#
J was given medical treatment, rest* and relaxation to
restore his physical well-being* A diagnosis of his speech
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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/m1/88/ocr/: accessed September 23, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .