A comparative study of the nature and degree of comprehension of socially approved attitudinal values among adolescent boys in a probation camp

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A COMPARATIVE STUDY OP THE MATURE AMD DEGREE OF COMPREHENSION OP SOCIALLY APPROVED ATTITUDINAL VALUES AMONG ADOLESCENT BOYS IN A PROBATION CAMP

A Thesis Presented to the Faculty of the Department of Sociology The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Arts

by Dempster Perry Dirks August 1950

UMI Number: EP65692

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Sc

0

* 9?

This thesis, w ritte n by

Dem patfir-P.erxy-IllxkSL under the guidance of h.XSt.. F a cu lty Com m ittee, and approved by a l l its members, has been presented to and accepted by the Council on G raduate S tudy and Research in p a r tia l f u l f i l l ­ ment of the requirements f o r the degree of

D ate

AT O D S IL I S S Q.

Faculty Committee

Chairman

SaJXiA:

iii

ACKNOWLEDGEMENT The writer wishes to express his deep grati­ tude and appreciation, first, to the members of his Graduate Thesis Committee, Dr* B. McClenahan, Dr* John Nordskog, and Dr. Edward McDonagh, for their valuable advice in the field of Social Psychology, as treated in this paper; and, second, appreciation goes to Mr. Patrick Palace, Chief of the Juvenile Division of the Los Angeles County Probation Department, and to Mr. Theodore Pezman, Senior Deputy, both of whom showed a sincere and professional interest in the subject matter con­ tained in this study, in their suggestions and corrections on many technical points contained herein*

TABLE OP CONTENTS CHAPTER I.

PAGE

INTRODUCTION..................................

1

The problem*................................

1

Need for the study..........................

1

Scope and method......... * ................ II.

DESCRIPTION OF THE STEP PLAN AS A BASIS OF MEASUR­ ING COMPREHENSION............................

7

New psychotherapeutic approach...............

7

Problem of attitude evaluation...............

8

Definition of the "plan” • • • • • • • • • • • •

8

The “plan1* as a measuring device.............

9

Validity of the "plan11 for the study........... 10 The six maturity levels........................ 10 Use of the 11plan” in the camp program........... 12 Weakness of the 11plan"................ • • • • 13 III.

SOURCES OF DATA AND METHOD OF INQUIRY............. lb Sources of data.........

l*f

Method of inquiry.............................. 18 Selection of cases.......................... 18 Application of the “plan"..................... 18 Classification.............................. 19 The survey schedule.

..................... 19

The staff-evaluation schedule............... 21 Allowance for bi-lingual handicap............. 21 iv

CHAPTER

PAGE Scoring.................................

22

The staff schedule......... ...............

22

. . . .

Scoring...........

Selection of factors...................... Boy leader organization

23 2b

Privilege positions ....................

25

Work program................

25

.................

25

Behavior problems and characteristics . . .

26

The weekly merit-list...................

26

Staff evaluation of behavior.............

26

Time spent in c a m p ....................

26

Group participation

Numerical averages. IV.

.. ..............

23

................

27

GENERAL FINDINGS REGARDING THE DEGREES OF COMPRE­ HENSION OF SOCIAL VALUES AS RELATED TO BACKGROUND.........

. .

28

Social factors in the background of cases used in the inquiry............................

28

A g e .............

28

Educational achievement .

..

............

31

Intelligence..............................

32

Economic status..........................

36

Parental status........... ...............

3$

Cultural and ethnic background.............

to

vi CHAPTER

PAGE Cultural generation.........

•

Housing.................... ............ **5 Residential area............................ *+7 Religion................................... ^9 Violation.................... • ........... 51 General findings. .

...................... •

52

Leadership positions........................ 5^ Privilege positions • • • •

. 63

Merit list ratings.......................... 68 Time spent in camp............ ............ 72 Removal from camp • • • • • • • • • • • • • •

76

Graduation from camp....................... 79 Staff evaluation of behavior................. 85 Social-comprehension scale. • • • • • • • • .

87

V.INTERPRETATION AND IMPLICATIONS.,................... 91 Differentiating phases . . . . .

.............

95

Implications

. . . . . . . .

93

Recommendations................................ 99 BIBLIOGRAPHY. .

.................................... 102

APPENDIXES........... . ............................ 107 Appendix A.

The Step Plan • • • • • • • • • • •

109

Appendix B.

Attitude Evaluation Scale • • • • • 112

Appendix C.

Staff Evaluation Scale............ 11*1-

LIST OF TABLES PAGE

TABLE I*

The Age of Boys by Ethnic Group and Degree of Comprehension............... .

II,

30

Grade Placement of Boys by Ethnic Group, Compre­ hension, I. Q., and Age . . .................

Ill,

33

Intelligence of Boys by Ethnic Group and Compre­ hension, by Neighborhood and Economic Status and by Status of Parents* Marriage and Genera­ tion.....................................

IV.

........... .

b6

Neighborhood of Boys by Ethnic Group, Comprehen­ sion, and Economic Status • • • • • • • • • • •

X.

kb

Housing of Boys by Ethnic Group, Comprehension, and Economic Status.................. .

IX.

b2

Boys* Ethnic Backgrounds and Degree of Compre­ hension .................. .

VIII,

39

Birthplace of Boys* Parents by Ethnic Group and Comprehension........... .

VII,

37

Marital Status of Boys* Parents by Ethnic Group and Comprehension • • • • • • • • • • • • • • •

VI,

35

Economic Status of Boys* Families by Ethnic Group and Comprehension

V.

.

bQ

Religion of Boys by Ethnic Group and Comprehen­ sion.

....... .....................

vii

50

viii TABLE XI.

PAGE Boys' Violations by Ethnic Group, Comprehension, and Age

XII.

.............................

Positions of Leadership by Ethnic Group and Comprehension..............................

XIII.

................. • • • • •

..............................

Qb

Graduation from Camp in Terms of Certain Social Factors (Concluded) ........................

XXI.

82

Graduation from Camp in Terms of Certain Social Factors (Continued)............

XX.

78

Graduation from Camp in Terms of Certain Social Factors.................... .. ............

XIX.

75

Removal from Camp in Terms of Certain Social Factors

XVIII.

71

Time Spent in Camp in Terms of Certain Social Factors • • • • •

XVII.

67

Position on the Merit List Related to Comprehen­ sion and Other Factors....... ...............

XVI.

62

Positions of Privilege by Ethnic Group, Compre­ hension, and Time Spent in C a m p ............

XV.

60

Positions of Leadership by Comprehension, Neigh­ borhood, and Time Spent in C a m p .............

XIV.

53

86

Social Factors in Terms of Staff Evaluation and Social Comprehension........................

89

CHAPTER I INTRODUCTION I.

THE PROBLEM

In the rehabilitation of delinquent boys in a Probation camp it is important to understand the degree to which these boys comprehend what is socially approved conduct and its relation to a boy's racial, environmental, and economic back­ ground*

In this way it may be possible to arrive at a better

understanding of why he committed his social offense, how best to evaluate a rehabilitative program to fit both the needs of society and the boy, and how to gain better measuring criteria for his release back to society* II.

NEED FOR THE STUDY

In operating, such a program the value of some index by which the degree of comprehension of each boy is known becomes immediately apparent*

Is the present counseling and educa­

tional program designed to correct deficiencies in understand­ ing of generally accepted mores and concepts? As yet little is known about whether juveniles compre­ hend certain situations outside their cultural and ethnic com­ munity as positive or negative in value.

Do they have recog­

nition of the merits underlying social concepts when they violate the law?

Does a boy knowingly violate a rule regarded 1

2 as a positive value by society?

Within a scale of positive

values has the boy an appreciation of what values are greatest? Inasmuch as differences in degree of social comprehen­ sion are indicated between boys, the question arises as to what relation_exists between this degree of comprehension and a boy's external factors within his community.

Upon entry

into camp does the boy's degree of comprehension become reflected in such fact ors as the time required to complete the camp program, the attainment of positions of leadership and responsibility?

At the time of this study 58 per cent of

the juveniles in the camp had come from ethnic or cultural areas differing from those of the Anglo-American cultural pattern.

Is the camp program enabling the juvenile of all

cultures to adopt and comprehend generally accepted social values?

Many of these boys have been known to react strongly

against authority figures.

Is this a lack of comprehension

of a social structure being superimposed by authority figures? Is law-abiding behavior on the part of some minority peoples within the Gity of Los Angeles merely conformity to mores which are not fully comprehended and therefore not accepted? The function.and the scope of juvenile detention are problems evoking, considerable discussion, and experimentation, particularly in regard to their, constructive aspects.

One of

these constructive functions is the possibility of using

adjustment in the probation camp setting diagnostically and later therapeutically* Concepts of the purpose of detention vary from that of punishment of delinquents to their observation and treatment by psychiatric services.

Perhaps most frequent has been the

belief that detention involved chiefly physical and.custodial care*1

Now more attention is being given to the constructive

aspects of detention. To build upon the positive aspects of a personality a boy may need to know what values of his are in accord with those of society.

Likewise, to assist in a boy*s growth, an

advisor may need to know to what degree a boy recognizes which values are positive and which are negative.

An advisor may

want to know if there is a parallel between a boy*s comprehen­ sion and his actual behavior pattern.

Are camp rewards

granted those who merely conform without comprehending? In measuring and understanding the objective of attempt­ ing to achieve in each boy a sociallyrapproved attitudinal behavior as yet there has not been available a way by which comprehension could be related to external factors.

Vflaat are

the individual’s self-adjustment to new experiences?

Can the

individual be helped to meet socially approved conduct

1 Ailene Clark, “Relationship of Adjustment of Juvenile Delinquents,” (unpublished Master’s thesis, The University of Southern California, Los Angeles, 1937)•

standards? III.

SCOPE AND METHOD

This study attacked the problem of determining the nature and the degree of comprehension of socially approved attitudinal behavior in relation to some of the measurable social and ethnic factors on the part of a selected group of juvenile delinquents.

Here is an effort to measure the social

maturity of an adolescent.

What degree of success in camp can

be expected by regarding the degree of comprehension?

Differ­

ences in comprehension are varied in the same fashion as are differences of intelligence.

Comprehension may be governed

by various factors of the outside community in which the boy lives.

It is the desire of this study to examine the regula­

tory factors governing comprehension of social attitudes which exist in the community outside of camp and those which exist within the camp. .It can be seen that the factors of social value within the camp may be expected to be stable and having the same general effect on all boys within the camp program, whereas from home, each boy brings a different milieu of experi­ ences and comprehensions into camp having been subjected to varying degrees of social values.

This study looks at the

adjustment of fifty boys to a junior camp program in which reaction to camp social factors are measured and each boy is judged by the same scale of social values.

This study observes

5 the degree of reward and recognition a hoy receives in terms of the time he has been subjected to the influence of camp. The boys studied represent three principal ethnic groups: the Caucasian, the Mexican-American, and the Negro-American. How does a successful camp adjustment relate to past commun­ ity adjustment?

Does a satisfactory camp adjustment indicate

a high degree of comprehension?

This study attempts to learn

if the established criteria within the camp program is correct­ ing areas in which a boy lacks comprehension of social attitudinal values. In making the test scale for this survey, the writer has not attempted to measure the I.Q. of the Juveniles tested. The scale of values is prepared from the actual selfdevelopmental plan or chart used by the probation camp staff at Oak Grove Junior Probation Camp.

The scope of the study

begins with the outside community factors which help shape a standard of social values for the boy.

Then, the study is

interested in what degree the boy understood these social values— in observing the values how was he said to have violated these social values so that he was removed from the outside community and placed in the Junior probation camp? Then, with the camp as a frame of reference, the boy is in contact with an authoritarian set of social values. there is a new degree of comprehension. values differently.

Again,

Each boy regards the

The boy may adjust in two ways:

he may

become further maladjusted requiring his transfer to an insti­ tution of specialization and longer treatment, or his adjust­ ment may mean a shorter stay in camp followed by release back to his oommunity* Inhere the camp is a socially controlled and observable environment encouraging individual, self-developmental growth toward socially acceptable standards, it is contrasted with the outside community which presents varying backgrounds to these same individuals.

Therefore, this study becomes con­

cerned with social factors back of a boy*s degree of compre­ hension, and the degree of comprehension in back of a boy's type of adjustment to camp.

CHAPTER II DESCRIPTION OF THE STEP PLAN AS A BASIS OF MEASURING COMPREHENSION I.

NEW PSYCHOTHERAPEUTIC APPROACH

The newest psychotherapeutic approach in the treatment of juvenile offenders differs from older ones in that it has a genuinely different goal.

It aims directly toward the

greater independence and self•integration of the individual juvenile rather than hoping that such results, shall accrue from an external, professional, staff-centered approach.

Here­

tofore, much of the technique of counseling and therapy has centered about staff evaluation and judgment of boys in camp. The movement and development of the boy through the camp pro­ gram was an onus placed upon the staff of advisors.

Much of

what has been written upon the boy-adjustment to camp appears to stress the responsibility of counselors in needing to recog­ nize unsocial attitudes, report on these attitudes, and, finally, to reflect to the boy at the time of his graduation what will be expected of him by society in terms of adhering to the established social values of his home community.

Today,

there is a trend toward making the individual and not the prob­ lem the focus.

The aim is not to solve one particular problem,

but to assist the individual to grow so that he can cope with the present problem and. with later problems with more social

7

8 maturity.

Frank J. Cohen, executive director of Youth House

in Hew York City, believes that although one function of such a camp is physical detention, its most important one. is that of gaining, a better understanding of the child through environ­ ment conditioned to his needs; in which every effort is made to help him demonstrate inner strength and capacity for posi­ tive, conforming behavior. Gamp residence gives the opportunity to observe the boy in relation with other boys.

The group living experience

indicates the individual’s ability to relate to other people, adults, and.children.

Although not essentially authoritarian,

the camp program does provide relationship with authority. II.

PROBLEM OF ATTITUDE EVALUATION

In studying the individual boy’s adjustment and degree of comprehension of social values both outside and within camp there existed the problem of evaluating a boy’s attitudes.

A

standard of values was needed and such was found in a system called “The Step Plan” which has been utilized at the former Baldy Boys1 Camp and is at present used by the staff at Oak Grove Boys’ Camp. III.

DEFINITION OF THE PLAN

The “Step Plan” is a grouping of concepts by which social values and attitudes are placed on six maturity levels.

Values at a given level indicate the ability to comprehend and accept these in terms of camp residence and camp status* At best it is difficult to reach a criteria by which a boy*s attitudes may be judged.

Through the plan, its users feel

the boy may find a parallel to outside community social values, through fitting values and attitudes of the plan to his own actions possibly heretofore undefined*

The purpose

of the plan is to have the boy sense the meaning of attitudes both positive and negative— and their relation to a dynamic sense of his movement through the camp experience* Because the study is being made of the comprehension of socially approved attitudinal values among delinquent boys in a probation camp it is not of primary importance here to consider those programs in which emphasis is made upon a boy* satisfactory adjustment to camp*

The use of the “Step Plan*1

as an accommodation process at Oak Grove Camp and as a basis of measuring social comprehension was chosen because of its being already in satisfactory use as a standard*

The factors

of the plan are not unique to this camp but are generally recognized and universally accepted* IV*

THE "PLAN” AS A MEASURING DEVICE

In passing it can be said of the plan that its users among the staff find it presents the basic aspects which characterize life outside of camp.

The boys are reported to

gain status in terms of their ability to accept and practice the concepts set forth in the plan*

That is, a boy is said

to develop in terms of his readiness to accept social values. When used as a measure by the boy it becomes self-developmen­ tal*

The boy is able to evaluate his own attitudes and

observe how he compares with what is socially acceptable at his level in the outside community.

Without the plan the

staff at Oak Grove relate that the boy’s progress in camp is aimless with overemphasis on the time element* V.

VALIDITY OF THE “PLAN11 FOR THE STUDY

There is no wish here to justify the use of the Step Plan in Oakgrove Boys Gamp or any other probat ion camp • More­ over, it is not intended that this study shall show the camp social structure to be typical of that of outside communities* However, the plan appears to be valid for use in determining the nature and degree of a boy’s comprehension of socially approved attitudinal values*

As such the plan is used and a

copy is included under Appendix A, at the close of this text. VI.

THE SIX MATURITY LEVELS

The six maturity levels or

steps’* of the Step Plan

appear below and are given in more detail in the Appendix: Level One: BOY DECIDES TO REMAIN IN CAMP (Attitude:

acceptance of camp)

11 Level Two:

BOY WANTS TO BO WELL IN CAMP (Attitude:

appreciation of camp)

Level Three: BOY SEEKS TO UNDERSTAND SELF (Attitude:

acceptance of self)

Level Four: BOY IS ABLE TO APPLY SELF UNDERSTANDING (Attitude:

appreciation of self)

Level Five: BOY IS ABLE TO UNDERSTAND OTHERS (Attitude:

acceptance and appreciation of

others) Level Six: BOY APPLIES LESSONS OF CAMP TO LIFE AT HOME AND IN HIS NEIGHBORHOOD (Attitude:

Determination and satisfac­

tion) As a pattern of action for boys entering camp, the Step Plan becomes a value-standard endorsed by authority from which release is granted and approved by society.

A defini­

tion of Hpersonality11 offered by the Oak Grove Staff describes it as r,that which a boy brings to bear in solving his problems.11 The response to problem situations in camp and the utilization of acceptable social skills and techniques is considered by some probation officers as being symptomatic of ^ a child*s personality resources# For purposes of this paper, it is believed that the Step Plan measured to some degree the extent to which a boy in camp developed insight and 11outsight ,lf which is an

12 interpersonal relation. VII.

USE OF THE STEP PLAN IN THE CAMP PROGRAM

Although there were only six maturity levels or levels of growth within the Step Plan, in actual use an “introductory step11 and a 11graduation” or ,frelease step” were added to the Plan.

To enable the boy to visualize his growth or need

for growth at any one time, his name was placed at the level indicated by his insight and 14out sight11 as revealed during counseling sessions.

A goal and the attitudes requiring

acceptance before such a goal was reached became apparent to the boy.

The boy usually gained some comprehension of which

attitude or maturity level of the Plan had the greatest value. Consequently it could be expected that certain boys would strive to achieve a high degree of surface conformity between their conduct and the attitudes attached to the goals desired by the boy as he played his role in camp.

Therefore, some

discrepancy could be expected to occur between a boy’s esti­ mate of his own position on the Step Plan and the position which a boyfs advisor might feel was indicated by counseling the boy, and observation of his living operations. One might ask to what degree and what was the nature of the understanding of the socially acceptable values and behavior patterns on the. part of a boy?

When confronted with

a chart of some of the basic social values such as the Step

13 Plan, to what extent was there comprehension?

To what degree

did the level of comprehension reflect a boy *s economic and cultural backgrounds? VIII.

WEAKNESS OF THE PLAN

With the operation of this plan, there remained some question as to whether a boyfs acceptance of the Step Plan as an aid to social growth was accompanied by sufficient under­ standing of the values contained therein. . Observing the value given a certain attitude by the staff, a boy might find it to his own advantage to give mere “lip service11 to the plan and its values.

Some measurement as free of bias as possible

would be desirable for both boy and advisor as a basis of beginning rehabilitation in. the camp program. The re-interpretation of the Step Plan in terms of its values so that a satisfactory schedule could be submitted all fifty boys for scores in comprehension will be described in detail in Chapter III, Sources of Data and Method of Inquiry.

CHAPTER III SOURCES OF DATA AND METHOD OF INQUIRY I.

SOURCES OF DATA

The information on the cases studied herein was obtained from, the files of the Probation Department of Los Angeles County at Oak Grove Boys* Camp*

This camp is

one of two junior probation camps for the County of Los Angeles and is located in the East Fork of San Gabriel Canyon about fifteen miles north of the town of Azusa, and about thirty-eight miles east of Los Angeles*

The camp

receives boys between the ages of twelve and sixteen years of age and has a population of about fifty boys* are sent to three Senior Forestry Camps*

Older boys

One is located near

Calibasas; one is at Saugus; and the third is near San Dimas • The other junior probation camp is located in the hills near Tujunga, California*

Both of the Junior camps receive boys

from all over the County, and from each of the communities* Transfers between the two junior camps may be made by agree­ ment between the two directors and the town officer in charge of junior probation camps without further court order*

All

boys are placed in these camps by order of Superior Court Judges acting as Juvenile Court judges, and under the author­ ity of the Juvenile Court Law of the state*

All boys are

placed in the camps during minority, but do not remain in the lb

15 camps all the time until they are twenty-one.

Each camp has

a program for the boy, but his release is determined by the boy*s achievement of social awareness to his problems of adjustment and his ability to adjust; and each boy knows this. The director of each camp has the power to remove a boy from camp prior to formal graduation if circumstances warrant. It is the practice at Junior Probation Gamp to transfer boys to Senior Probation,Camp when they reach the age of fifteen years and nine months.

This is done in order to keep the

camp population down to workable proportions and also because over sixteen years of age boys are too old to adjust well to the junior probation camp program. The Probation Department working with the camp program consists of a chief of the juvenile division, a director of boys1 work, a director in charge of Forestry or Senior Camps, a director of the Junior Probation Camp Division, two senior deputies as directors of junior probation camps, and three senior deputies as directors of Forestry Camps. The Oak Grove Junior Probation Camp Staff consists of a Gamp Director, two assistants, six counselors, and a clerk. The total camp capacity is sixty boys.

Each counselors case

load is around ten per officer. The records of the camp office consist of the boy*s file, a card kept in a Kardex file showing weekly merit rat­ ing and vital facts from the file, and a progress file.

The

16 boy’s file is a folder containing all records and correspond­ ence pertaining to his case.

It includes a face sheet and a

report from the Probation Office and police department of the city in which the boy was apprehended.

Copies of all psycho­

logical and educational tests given by the school at Oak Grove Camp and at Juvenile Hall are included and reports from the clinic at the time he was assigned. The twon officer in the district where the boy will live, visits the home and makes arrangements for the return of the boy to the family and to the community.

The town

officer’s reports are filed chronologically in the folder and likewise correspondence which may occur.

Weekly notation is

made in the progress file regarding the boy’s growth in camp, infractions,of camp rules, and general observations made from counseling sessions. The Kardex file is designed to give the situation of each

boy at a glance.

On the face is given a summary of per­

tinent facts regarding the boy’s history as well as a chart of the weeks in residence. The Step-Plan is also designed to give the situation of each boy at a glance in respect to his observation of social attitudes in camp.

Because it expresses a boy’s adjust­

ment to social attitudes within the camp setting, the Step Plan was finally chosen as the basis of this study. decision was made for several reasons:

This

(1) Uniformity.

As mentioned before in the second

chapter, the plan is a standard of measure by which the con­ duct and attitude of all boys in camp is judged.

The social

and ethnic backgrounds of the boys received varies widely. Each boy is confronted with the basic aspects which are believed to characterize life outside the camp.

Boys* names

are placed on the plan in a category arrived at by joint agreement among the Staff, and therefore the judgment is quite standardized.

The values represented within the plan

are not peculiar to the camp setting but are universally accepted. (2) Completeness.

Since the steps or maturity levels

within the plan represent the comprehension of attitudes necessary to completion of the camp program, they come within the scope of a juvenile.

The plan is a pattern of the boyfs

own actions within a social laboratory.

The boy*s attitudes

toward each part of the camp program are reflected in his being rated by the Step Plan.

It is a stratification of camp

attitudes toward other boys and toward authority figures. Here are his attitudes toward self-betterment through achieve­ ment on the merit list and in the school program.

The plan

is the tool of the Staff in judging a boy*s growth and ability to adjust to the outside community again.

The plan is also

the tool of the boy who wishes to progress in terms of satis­ fying authority, society, and himself.

Finally, the plan

18 offers a complete set of values in a controlled setting* (3) Convenience.

The Step Plan proved satisfactory

because of its having been used for over one year as a valid set of standards within the camp in which the survey was made. Furthermore, its adaptability to this study was apparent to this writer because of his working in this camp and of his consequent familiarity with the Plan.

A high degree of

co-operation came from the boys because of their familiarity with the Plan and its significance in respect to their move­ ment through Camp. II.

METHOD OF INQUIRY

Selection of cases.

Once the decision was made to

use the Step Plan as the basis of the study, the next question to be considered was what period should be covered and how many cases should be included. Application of the wplan.11 The Step Plan was initiated by Mr. Theodore L. Pezman, Assistant Director of Oak Grove Camp, and others, beginning on February 1, 19^9 • Beginning with that date a chart of social-attitudinal values was placed in the Camp records office.

The values were separated

into six categories or maturity levels.

Beneath each category

were placed the names of boys in terms of their capacity to adjust.

The entire population was represented on the chart.

All new boys were placed automatically at the base or left of

19 the chart where they remained until haying worked their way across the chart to release through graduation.

From then

on, each new boy's name card has been placed on the chart and remains there to indicate at any time the status of the boy in camp. of 1950.

This particular study was begun in the Spring

It was found that although the camp's reported capac

ity was sixty boys, fifty was the greatest number of boys remaining continuously in camp during the survey.

These cases

represented every boy who was formally entered into the camp program participating in work projects, school program, and boy government.

This study was concerned only with the

nature and degree of comprehension of social-attitudinal values of the camp population as measured at a given time. Again, this study was not a justification of the Step-Plan nor was it intended to show a correlation between social factors within camp and similar factors outside of camp.

A social

yardstick useable within camp did not include the measurement of the many factors governing conduct in a necessarily more complex society outside camp, however, it was believed that the social attitudes within the Step-Plan did include the basic aspects which characterize life outside* The cases then were selected as follows. Classification: 1.

The Survey Schedule. Two survey schedules were

used for both boys and the Staff.

In preparing both forms

20 the Step Plan was used as a basis. factors should be considered.

It was felt that several

This survey covered a period

of three months. (1) The boys through familiarity with the Plan knew what sections were regarded by the Staff as indicative of the greatest adjustment to camp.

Therefore, it was neces­

sary to lose the identity of the Plan, changing the consecu­ tive order of the concepts therein. (2) Outside of Staff interpretation of the plan it was unknown as to what degree the Plan and its concepts was a Staff-centered or a boy-centered system. (3) Because of bi-lingual handicaps, it was uncertain as to what degree the boys were understanding what they read in the Plan.

Therefore, it became necessary to make the Plan

more valid as a basis for the study by re-interpreting each segment of the Plan, by re-interpreting each segment in five different ways using vernacular in mode at the Camp among the boys.

After re-interpretation, the schedule adopted

from segments of the Step-Plan numbered 237 items.

These

items were scattered for breaking the chances of a boy's making mental relation to the original Plan.

The following

is an example of re-interpretation of the Step-Plan and the manner in which four related items were scattered throughout the schedule.

(See Appendix A and B.)

21 2*

The Staff Evaluation Schedule. STEP PLAN

Step Basie Concept Boy seeks to understand self. a.

Boy recognizes own weaknesses and accepts them* SCHEDULE

Item

Re-interpretation of Step k-

Scoring

*+9 ,fA guy feels better when he blows his top*11 63

♦

“I believe that a person has a right to lose his temper if he has a reason."

1^5

111 think positions are Just a matter of good luck*11

1^6

"Notations are given to remind me of where I can do better."

♦

Allowance for bi-lingual handicap*

In the group there

were several Mexican-American boys who experienced a bi­ lingual handicap*

It therefore seemed best not to distribute

the mimeographed schedules to the boys*

Instead the entire

schedule was given orally to all of the fifty boys included in the study*

During regular class periods boys of the same

grade level were grouped together*

The boys were instructed

that the survey was given in hopes that the Staff might

obtain a truer picture of each boy*

It was stated that some

boys may be overrated and some underrated* would permit the highest scores* were read two times*

A frank answer

The schedule statements

The statements were read a third time

for those who wished after the schedule had been given*

Each

boy was given a simple mimeographed answer sheet on which were numbers from 1 to 237 followed by the letters ,,TH and HFW* The answers were indicated by encircling the desired letter*

Each boy was asked to place his name, his advisorfs

name, and his school group at the top of the answer sheet* Scoring* Each boy*s paper was scored, grading each step separately.

The scores for each step were added to make

a total for each boy*

It was discovered after the schedule

had been presented that five of the original 237 items referred to the boyfs present status or future plans and therefore being irrelevant to the study, were not scored with the total* tion to 232*

This brought the total for perfect correla­

An average was computed from all boy*s scores*

The Staff Schedule* To find further validation for the results of indicated comprehension of social attitudes, a schedule was prepared from the eighty-three items which com­ prise the Step-Plan.

Although there seemed to be no need for

change in the wording of items on the Staff Schedule, it was felt that the items should be scattered to alleviate the

23 tying-in with an old frame of reference, regarding certain boys*

Each Staff member was asked to complete a schedule

on only the boys of his case-load. s Scoring*

In scoring, each boy was graded again

according to the steps within the Plan.

A tally sheet was

drawn up on which was indicated the names of those boys on which boy schedules gave identical scoring* The pre-camp factors are as followss

neighborhood

committed from, age, intelligence quotient, race, descent, status of parental birth, religion, type of offense, economic status of home*

The above factors are theones which form

the basis of the prediction table. The in-camp factors are as follows;

age in camp stay,

number of positions held within the boy's self-government, placement on the merit list, and the actual score of the boy's degree of comprehension. It was felt that a chart should be made for each of the factors affecting the boy's life.

The completed Step-

Plan chart was used as a basis of comparison with other charts governing in-camp and out-camp factors*

As a boy

grows in camp, these in-group and out-group values become very pronounced. Selection of factors*

It was assumed that the camp

experience may change a boy's social values in terms of

2b

length of time in camp, attainment and recognition in camp, and merit list ratings#

But, acknowledging these influences,

the factors which the boy brought into camp himself, such as the ethnic, social, and environmental factors are of immedi­ ate interest because of their possible influence on the com­ prehension of socially approved attitudinal values prior to camp entry# As an aid in studying a boyfs adjustment to the vari­ ous social values of the camp program careful analysis was made of each factor in which he participated#

In analyzing

the records, an attempt was made to isolate the various phases of the out-camp factors and to determine which parts had significance and meaning in relationship to behavior before placement and degree of comprehension of social atti­ tudinal values#

The factors with which comprehension was

compared are described in this section#

The factor of

leadership, for example, was measured from the position attained in the boy government organization and from the Staff's opinion of the boy as a leader#

The boy's adjust­

ment to the work program was determined by his daily work grades and comments which showed his accomplishment as a worker.

Use of the camp's merit system, the Weekly Merit

List is described#

The first to be discussed in detail

follows# 1#

Boy leader organization* This included the boy

25 government organization of the whole camp and the organiza­ tion of the individual groups.

Each boy had an opportunity

to participate in this organization, and his rise in the organization depended upon his ability as a leader and the mutual aid between himself and his primary group.

By ranking

all the positions in order of importance and responsibility it was possible to get a fairly good idea of a boy*s leader­ ship and recognition in camp. 2*

Privilege positions (other than group)• In addi­

tion to the positions available in the boy government organ­ ization, boys were eligible for other privileged jobs. social competition became very marked.

Here

Boys often worked

hard.to be appointed to one of the special positions, such as Staff Janitor, Laundry Boy, Medical Boy, Field Sergeant, and Kitchen Helper. 3»

Work Program. The work program is a very impor­

tant phase of the camp program.

To evaluate the adjustment

made to work projects it was felt that the number of weeks spent in camp in relation to consecutive positions held would show this. Group participation. The group organization and group competition is an important tool in the maintenance of discipline, and it can be an important socializing experi­ ence for the boy.

The positions he held would furnish one

indication of his group participation.

26 5*

Behavior problems and characteristics.

In

general, junior probation and forestry camps in Los Angeles County have similar rules about what the boys can and can not do*

Though to some it may seem that undue importance is

placed upon violation of rules or the indication of attitude, the camps believe it is desirable to know which rules are violated and how often.

There have been many discussions

among staff members as to whether the problem boy in camp was usually the boy who got into trouble again when he went home* 6.

The Weekly Merit List* Since this included work

grades, conduct-grades, and ’’points off*1 for violations of the camp rules, all totaled for each seven-day period, it furnished a good, over-all picture of how the boy was adjust­ ing to the camp’s restrictions* 7• Staff evaluation* This recorded the Staff’s general opinion of the boy’s total camp adjustment.

If it

were a good adjustment, did they feel that it was merely a surface adjustment?

It was also of interest to know *diat

type of supervision and what kind of program the counselor thought the boy needed after release. 8. Time spent in Camp* Since the date of entering camp and the date of leaving camp was always available, the total time spent in camp was easily secured*

All time was

counted regardless of how many times the boy would be

27

removed for such reasons as medical care, and court re-hear­ ing. In addition to information relating to a boyfs camp adjustment, other social data was secured on each boy.

Here

it is briefly discussed in order to give a general picture of factors affecting comprehension of boys placed in camp. To do this, provision was made for charts or tables to indi­ cate for the group age, I.Q., economic status, type of home, cultural generation, type of residential area, marital status of parents, racial background, religion, and viola­ tion committed. Numerical averages. After tabulating both out-eamp and in-camp factors for all fifty boys in Oak Grove Camp, an approximate average was estimated for each factor in order to attempt diagrammatic conclusions.

When the mean average

was thus determined, a correlation was drawn between those who were above and those who fell below the average.

Later,

in other chapters, these plus and minus correlations are arranged together in tables enabling easy comparisons to be made.

CHAPTER nr

GENERAL FINDINGS REGARDING DEGREES OF COMPREHENSION OS SOCIAL VALUES AS RELATED TO BACKGROUND In the preceding chapter an explanation of how the cases were selected was made and the approach used in the collection of data, described*

In the ensuing chapter the

main body will, include the general findings regarding the effect on comprehension of certain pre-camp factors# I.

SOCIAL FACTORS IN THE BACKGROUND OF CASES USED IN THE INQUIRY

The social factors to be discussed here relate to age, intelligence, economic status, broken homes, type of offense, religion, cultural background, generation, type of dwelling, and residential area# i r

Age* All boys in residence May 1, 1950 were included in the fifty-case study# thirteen and fourteen# fourteen and fifteen# of fifteen and sixteen#

Four boys were between the ages of Eleven boys were between the ages of

Twenty-one boys were between the ages Twelve boys were between the ages

of sixteen and eighteen* Two boys were over eighteen years 1 of age# The average numerical age for the group of boys in

* The reason these boys over sixteen were included in the study was because they were physically immature#

camp at the time of the survey was 15A years. ages for each ethnic group were:

The average

Caucasian, 15.3, Mexican,

15*1, and Negro, 1^.9*

Twenty-nine boys were above the

average numerical age.

Twenty-one boys were below the

average numerical age.

Fourteen of the fifty boys tested

who were above average in chronological age were also above average in their degree of comprehension of social attitudinal values. Table I, on the following page, summarises the data regarding age, as compared with factors of ethnic group and degree of comprehension. Eight of the group below average in age were also below average in comprehension of social attitudinal values. Twenty-eight cases indicated no correlation. As an ethnic group, the boys of Caucasian background, with an average age of 15*3 years, appear to be the oldest. The boys of Mexican background, with 15*1 years, appear to be the next oldest.

And the boys of Negro background, with

an average age of Ik .9) appear to be the youngest. Forty-two per cent of the boys were in the fifteen year age grouping, with over half of them above average in comprehension.

Whereas, the boys of sixteen and seventeen

years of age, though forming only 2k per cent of the survey group, were 75 per cent above average in degree of compre­ hension.

30

TABLE I AGE OF BOYS BY ETHNIC GROUP AND DEGREE OF COMPREHENSION e: FHNIC

AGE IN YEARS Cauc asian No. %

GROUP COMPREHENSION Mex.lean N€3gro Bel.©w Abo ve No. % No. % No. % % No.

I O W SIX

No.

%

1

12.5

1

25

3

75

b

8

7

hb 1

12.5

5

**5

6

55

11

22

2

12

62.5

9

^3

12

57

21 bZ 36

13*

2

8

1

lb+

3

12

15*

Ih

53

6

5

Cam] >Ave] •age 1 5 A yea TS 16-17+

5

19

184-

2

8

Total

26

100

6

16

38

100

1

8

12.5

100

3

25

9

75

1

50

1

50

19

31

—

12 .

2*4

8.„

1*4 50 100

31 Educational achievement* As a whole, the study group tended to be retarded in school achievement as shown by the grade placement*

Out of forty-three cases where information

was available, only ten boys or about 23 per cent were in the ninth grade or higher*

All of these ten were above

average for the group in comprehension of social attitudinal values*

Four of these ten boys were in the tenth grade, one

of these ten was in the eleventh grade, and there were no boys in a higher grade.

Out of the forty-four cases where

information was available, nineteen boys, or about ^3 per cent, were in the sixth, seventh, and eighth grades*

Twelve

of these nineteen were above average in comprehension of social attitudinal values.

Seven of these nineteen boys

were in the sixth grade, four were in the seventh grade, and eight were in the eighth grade.

Out of the forty-four cases

inhere information was available, fifteen boys or about 32 per cent were in second, third, fourth, and fifth grades.

Four

of these fifteen were above average in social comprehension. Two of the boys were in the second grade, three were in the third grade, five were in the fourth grade, and four were in the fifth grade.

The average grade level for the forty-four

boys was about 6*5.

Fifteen were below the average grade

level and ten of these fifteen or 66 per cent were below average in comprehension of social attitudinal values.

Seven,

or k7 per cent of the fifteen were above the group age average

32 of the group.

Twenty-nine were above the average grade level

but ten of these, or about 35 per cent, were below average in social comprehension. From Table XI, of the following page, it appears that boys of Caucasian and also of Negro background in the survey group may be found in largest number in the sixth, seventh, _ and eighth grades, while the greatest number of boys of the Mexican background were found in the third, fourth, and fifth grades.

It was indicated that over half of the boys

below the sixth grade had a below-average degree of compre­ hension of social attitudinal values.

Whereas, boys in the

ninth, tenth, and eleventh grades were all above average in social comprehension. It seems significant that all of the boys in the second, third, fourth, and fifth grades were below normal intelligence; however, in the ninth, tenth, and eleventh grades none was below normal in intelligence. Intelligence. From information available it would be difficult to try to draw conclusions regarding the mentality of the group.

I.Q. ratings were not available in five of

the fifty cases.

It could be said generally, that about

half of the boys appeared to be of normal intelligence and about half were dull normal or borderline.

Out of the forty-

five cases where information was available, thirty-one, or

33 TABLE II GRADE PLACEMENT OF BOYS BY ETHNIC GROUP, COMPREHENSION, I.Q., AND AGE E t h n i c G r U P Caucasian Mexican Negro

uraues

G omDrehension Ab ove Below No. % No. % 2 100 -

to: CAL

No.

%

2

5

if6 13

29

2

-

2

3-if & 5

3

8

2

7

9*

6

6-7 & B

12

if

3

8

k2

11

58

19

8

1

1

-

-

10

100

10

23

15

6

17

-

27

-

9-10 & 11 Total

* NOTE: on six cases*

W * 100

Grade placement information was not available

I.Q. Below Normal

Grades

Normal and Above

_ A g e ___ ____ Below Above 15A 15 A Years ___ ... 2 '- ■

1

-

3-if & 5

12

-

6

7

6-7 & 8

6

11

8

11

9-10 w At>ove T03:a l No. No. % % No. %

None

1

h

5

1

1

17

5

83

6

12

One

3

12

8

50

8

73

3

27 11

22

Both

22

Sk

3

19

8

100

10

30 23

70 33

66

TOTAL

26

100

16

1G0

8

100

19

-

-

31

50

100

or about 70 per cent were average or above in social compre­ hension* Of the fifty cases in which information was available, eleven, or about 22. per cent, were cases in which one parent was born outside of the United States.

Of these cases, three,

or about 27 per cent, were average or above in social com­ prehension. Of the fifty cases on which information was available, six, or about 12 per cent, were cases in which both parents were b o m outside of the United States.

Of these cases five,

or about 83 per cent, were average or above in social com­ prehension. Table VII on the following page indicates in more graphic detail the degree of comprehension above or below the average, and the number of cases within each ethnic group falling within these positions. It is interesting to discover that the boys in the survey from Negro backgrounds attained the highest degree of comprehension of social values.

Those of Caucasian back­

ground were a little below in total score.

But bothgroups

indicated that three-fourths of their number were above average in comprehension.

Whereas, among those of Mexican

backgrounds there were almost two thirds of the group who were below average in degree of social comprehension.

kb TABLE VII BOYS* ETHNIC BACKGROUNDS AND DEGREE OF COMPREHENSION

Ethnic Group

COMPREHENSION OF SOCIAL 1fALUES Below Average Aver, Above Average 0 -9 -18 -7 -6 -5 -b -3 -2 -1 ♦1 ♦2 *3

Caucasian. - - - - - - Mexican

-

3

1 - 1 - 3 - 3

Negro TOTAL

Ethnic Group Caucasian

-

1 - 1 1 3 - 6 ?

if

5

7 ^ 3

2

k

2

-

1

2 11

10 Av*

TOTAL No* % 26

52

-

16

32

2

1

8

16

6

k

CQMPREEENSION Below Average Averaiie or Above No* Per cent No* Per cent

50 100

TOTAL No*

5*

7

27

19

73

26

52

10

63

6

37

16

32

Negro

2

25

6

75

8

16

TOTAL

19

31

—

50

100

Mexican

**5 Housing. Of the fifty cases in this study, it was possible to secure information on the housing of all fifty cases#

Thirty-six, or about 72 per cent, of the cases lived

in homes*

Twenty-four, or about 67 per cent, of these were

average or above average in social comprehension# Of the fifty boys studied, information on the fifty cases indicated that fourteen, or about 28 per cent, are living in apartments, housing-projects, and trailers.

Of

these fourteen cases, seven, or 50 per cent, were average or above in social comprehension# Table VIII, on the following page, is a summary of the data on the type of dwelling to show its relation to the ethnic group represented, the economic status and finally the comprehension level#

The data above the dotted line in

the table represents housing which is average or better for the survey group#

"Average,” in this sense, would mean

merely adequate# From the table it can be seen that over half of the Caucasian group lived in houses of five or more rooms; over half of the Mexican group lived in houses of four rooms or less; and two thirds of the Negro group lived in housing that was inadequate#

Two thirds of those living in houses, as

compared to apartments, were above average in comprehension# Almost half of those living in a home were of low income families•

1*6 TABLE VIII

HOUSING OF BOYS BY ETHNIC GROUP, COMPREHENSION, AND ECONOMIC STATUS

Type of Dwelling

ETHNIC GROUP Caucasian Mexican Negro

COMPREHENSION Above Below Av. Av. No. No. % %

No.

No.

House 5-rooms or more

16

7

2

8

32

17

House *f-rooms or less

6

3

2

b

36

Apartment

3

5

b

6

l 26

1 16

8

I 19

Type of Dwelling House 5-rooms or more

Nor

%

68

25

50

7

6b

11

22

50

6

50

12

2*f

50

1 31

50 —

s 50

b 100

—

IC STATUS Below Average Average or Above §

Other TOTAL

fed o o

No*

TOTAL

No.

TOTAL Per Cent

lb

11

25

50

House b rooms or less

10

1

11

22

Apartment

8

b

12

2b

Other

2

-

2

b

3^

16

50

100

TOTAL

Residential area#

Of the survey group, there were

fifty on which information was available# boys, twenty-eight, or about %

Of this number of

per cent, were living in

average or better residential districts.

Of these twenty-

eight cases, twenty, or about 71 per cent, were average or above in social comprehension#

Of the fifty boys on which

information was available, twenty-two, or about Mi- per cent, were living in areas which were below average.

Of these

twenty-two cases, ten, or about b5 per cent of these boys, were average or above in social comprehension. Table IX, on the following page, summarizes the facts concerning the type of neighborhood in relation to ethnic group, comprehension, and economic status. From this table it can be seen that three fourths of the Caucasian group were from an average or better neighbor­ hood.

Three fourths of the Mexican group were from a poorer

than average neighborhood. from a poor neighborhood.

Over half of the Negro group was More than two thirds of the boys

who were above average in comprehension were from areas ranging from fair to good.

Two thirds of those whose fam­

ilies were average or above in income for the survey group, came from areas which were average or good.

Half of those

whose families were below average in income came from aver­ age and good areas.

lt-8

TABLE IX NEIGHBORHOOD OF BOYS BY ETHNIC GROUP, COMPREHENSION, AND ECONOMIC STATUS

Type of Area

ETHNIC GROUP Caucasian Mexican

COMPREHENSION Above Below Av. _ Av. _ % % No. % No.

TCpAL No,

%

Negro

No.

%

No.

1

b

-

-

1

13

-

-

2

100

2

b

20

76

b

25

2

25

8

31

18

69

26

52

Fair

2

8

1

6

-

-

1

33

2

67

3

6

Commercial

1

b

2

13

-

-

2

67

1

33

3

6

Poor

2

8

6

38

3

37

6

55

5

^5

11

22

Delinquent

-

-

18

2

bo

3

100

100

8

25 100

2

26

3 16

19

—

31

60 —

5 10 50 100

Average

TOTAL

Type of Area Good Average

OMIC STATUS Average or Above

o o a

Good

% No.

Below Average

TOTAL No.

Per cent **•

1

1

2

16

10

26

52

3

6

Fair

3

Commercial

1

2

3

6

Poor

9

2

11

22

1

5

10

16

50

100

Delinquent TOTAL

3b

Religion* Reference is made here to the Catholic reli gion because of its cultural significance in respect to the ethnic backgrounds of some of the cases, and because it is the largest religious group in camp*

Only if a boy had

clearly indicated his desire for attending Catholic services, and where such church affiliation was shown in his case his­ tory was the data used in this study*

Otherwise a boy was

regarded as being Protestant or of no professed affiliation with any church*

Of the fifty eases in this study, twenty-

five, or 50 per cent were of the Catholic faith.

Of these

Catholic boys, fourteen, or 56 per cent, were average or above in social comprehension. Table X, on the following page, summarizes the data for ethnic background and comprehension in relation to expressed religious preference. The figures indicate that 100 per cent of the Mexican group expressed preference for attending Catholic services. Less than one fourth of the Caucasians expressed preference for Catholic services.

Whereas, about 33 per cent of the

Negro group expressed a desire to attend Catholic services. About half of the boys in the survey indicated affiliation with a non-Catholic denomination or expressed no religious preference of any type.

The Catholic denomination is men­

tioned here inasmuch as it was the largest group and was tied culturally to the Mexican group.

Whether a boy had strong

50

TABLE X RELIGION OF BOYS BY ETHNIC GROUP AND COMPREHENSION

Religious Belief

Catholic

e t h :fIC GROU Caucasian Mexican Negro

COMPR]2HENS ION TOTAL Belov Above Av. Av. No. % No. No. % %

No.

No.

No.

6

16

3

11

¥+

l1*- 56 25 50

5

8

32

17

68 25 50

8

19

—

31

—

Other or None Given

20

Total

26

16

5o loo

51 religious affiliation seemed to be unrelated to comprehen­ sion* Violation* For purposes of this study, a simplified definition of the violations according to the lettered sub­ divisions follows: Subdivision

Meaning

M

Burglary, possession of weapons.

B

Lack of parental care.

K

Lewd or immoral conduct.

I

Incorrigible

J

Truancy

Gf the fifty cases in this study, thirty-five, or 70 per cent, were filed for violation of subdivision “M" for burglary.

Of those filed under subdivision r,MM, twenty, or

about 57 per cent, were average or sion.

abovein social comprehen­

Gf the boys in this survey, nine, or 18 per cent, were

filed under subdivision “B11 for lack of parental care.

Of

those filed under subdivision rfBM, seven, or about 77 per cent were average or above in social comprehension.

Of the

boys studied, five, or 10 per cent, were filed under sub­ division "K”, immoral conduct.

Four in this subdivision, or

about 80 per cent, were average or comprehension.

aboveaverage in social

In thisstudy, five, or 10 per cent, were

filed under subdivision "I" as being incorrigible.

Of those

filed under subdivision "I", two, or kO per cent, were

52 average or above average in social comprehension*

Three boys,

or about 6 per cent, were filed under subdivision MJf# for truancy*

Of those filed under subdivision

three, or

100 per cent had average or above average in social compre­ hension* Table XI, on the following page, shows the distribu­ tion of types of violation between ethnic group, comprehen­ sion level, and age. The table indicates that over half of those from the Caucasian group, as well as the Mexican group, were in camp for violation of subdivision "M**.

Violators of subdivision

11K” seem to be exclusively from the Caucasian group*

Viola­

tors of subdivisions ttKM and MJtf seem to be, in this survey group, above average in comprehension.

Over three fourths

of those who were filed exclusively under subdivision aBtt were above average in comprehension.

Almost two thirds of

those filed under subdivision "M*1 were above 15.** years in age. II.

GENERAL FINDINGS

In the discussion that follows on the general find­ ings, the information derived from relating a boy*s degree of comprehension to factors of his adjustment to the camp program is mentioned first.

Following the discussion of

each phase of the camp program, the Step Plan as the medium

53 TABLE XX BOYS1 VIOLATIONS BY ETHNIC GROUP, COMPREHENSION, AND AGE

Subdivi­ sion Violated

ETHNIC GROUP Caucasian Mexican No. No*

Negro No.

COMPREHENSION Above Below Av. Ave. No,. % No,

TOTAL No,

%

M, K

1

-

-

-

-

1

100

1

2

M, I

1

-

1

-

-

2

*100

2

h

K, I

1

-

1

100

-

-

1

2

M

15

11

7

15

55

33

66

K

3

-

-

-

-

3

100

3

6

J

1

2

-

r

-

3

100

3

6

I

-

2

-

2

100

-

-

2

if

B

k

1

•

1

20

h

80

5

10

26

16

8

19

—

31

—

50

100

TOTAL

.

18 .

AGE . Subdivi­ sion m u M - Below Average Average or Above M, K 1 -

.

T O T A L No. 1

Per Cent 2

M, I

2

-

2

K, I

-

1

1

2

M

12

21

33

66

K

1

2

3

6

J

1

2

3

6

I

1

1

2

if

3 21

2 29

5 50

B TOTAL

10 . ...JLQQ__

-

used as a basis of measuring degree of social comprehension will be broken down to indicate methods of answering by boys having similar background factors*

The data are presented

first for all the boys and then by groups according to back­ ground.

The several phases of the camp program are dis­

cussed in the order of their evaluation by the camp staff as being indicative of a boy’s degree of comprehension of social attitudinal values.

The first of these is the factor of

Attainment and Recognition. 1.

Attainment and recognition*

(a) Leadership. A boy

obtains positions of leadership in the camp program in three ways.

First, he is chosen by other boys because of a good

work record, good sportsmanship on the athletic field, co-operation with his own group, and a pleasant behavior in general situations.

Second, he is chosen by the Staff because

of his dependability, his interest in the camp program, and his satisfactory merit list rating.

Finally, a boy chooses

himself , because he understands others and expresses the desire to help others.

Appointments to all positions in camp

are made by both boys and Staff during a weekly "Town Hall Meeting." This survey, it must be remembered, was a picture of fifty boys at one time (May 1, 1950).

Therefore, it did not

attempt to show change in boys over a period of time in camp. The positions indicated as being held by boys were not

necessarily the positions held at a later date by the same boy*

The study of positions held is valid only when read in

terms of a boy’s time in camp as of May 1, 1950*

The average

"time in camp** for the fifty boys on May 1, 1950 was about twelve weeks* Leadership positions were the positions of safety committeeman, athletic committeeman, sergeant, boy leader, officer of the day, mayor, and governor*

The position of

“governor" was the highest honor a boy could receive in camp and it was an indication of considerable leadership* Of the fifty boys studied in this survey on May 1, 1950, seventeen, or 3b per cent, had attained the position of "safety-committeeman."

Eleven had bi-passed the position

for one of higher leadership.

Of these twenty-eight cases,

or 56 per cent of the survey group who were either holding or eligible to the position of "safety,11 twenty-one, or 75 per cent, were average or above in comprehension of social attitudinal values*

Gf the twenty-eight eligible for "safety"

eighteen, or about 6b per cent, had been in camp over the camp average of twelve weeks*

Of the twenty-eight "safety’s"

fifteen, or about 5b per cent, were of Caucasian-Ameriean background*

Thirteen of these, or about 86 per cent, were

average or above in social comprehension.

Of the twenty-

eight "safety’s" ten, or about 36 per cent, were of MexicanAmerican background.

Five of these, or 50 per cent, were

56 average or above average in comprehension.

Three of the

twenty-eight “safety^,11 or about 11 per cent, were of NegroAmerican background.

Three of these, or 100 per cent, were

average or above in comprehension of social values.

Of the

twenty-eight who were eligible for the position of safety, fourteen, or 50 per cent, had come from average or better neighborhoods• Of the fifty boys studied in this investigation, nineteen, or 38 per cent, had attained the position of “athletic committeeman.” Four had by-passed the position for one of higher leadership.

Of these twenty-three cases,

or **6 per cent, either holding or eligible for the position of “athletic committeeman,*1 eighteen, or about 78 per cent were average or above average in comprehension of social values.' Of the twenty-three eligible for position of “athletic,11 seventeen, or about 7*+ per cent had been in camp over the camp average of twelve weeks.

Of the twenty-

three “athletic11 eligibles, fourteen, or about 6l per cent were of Caucasian-American background.

Of these, eleven,

or about 79 per cent, were average or above average in social comprehension.

Of the twenty-three “athletic11 eligi­

bles, seven, or 30 per cent were of Mexican-American back­ ground.

Of this number, four, or about 57 per cent, were

average or above in social comprehension.

Of the “athletic11

eligibles, two, or about 9 per cent were of Negro-American

background.

Of these, two, or 100 per cent, were average or

above average in social comprehension*

Of the twenty-three

who were eligible for the position of “athletic committee­ man,” twelve, or about 52 per cent, had come from average or better neighborhoods* Of the fifty boys studied in this survey, fifteen, or 30 per cent, had attained the position of sergeant*

One had

by-passed the position for one of higher leadership.

Of

these, sixteen cases, or 32 per cent, who were either holding or eligible for the position of “sergeant,11 thirteen, or about 81 per cent, were average or above in social comprehension. Of the sixteen eligible to this position, thirteen, or about 81 per cent, had been in camp over the groupfs average of twelve weeks*

Of the sixteen eligibles, nine, or 56 per

cent, were of Caucasian-American background.

Of this number,

eight, or about 89 per cent, were average or above in social comprehension.

Of the sixteen eligible for “sergeant“ posi­

tion, five, or about 31 per cent, were of Mexican-American background*

Of this number, three, or about 60 per cent,

were average or above average in social comprehension*

Of

the “sergeant” eligibles, two, or about 13 per cent, were of Negro-American background.

Of this number, two, or 100 per

cent were average or above in social comprehension.

Of the

sixteen who were eligible for the position of “sergeant,” eight, or 50 per cent, had come from average or better

58 neighborhoods• Of the fifty boys studied in this survey, eight, or 16 per cent, had attained the position of r,boy leader.11 None had by-passed this for a higher position.

Of these eight

cases, six were average or above average in social comprehen­ sion.

Of these eight boys *aho had attained “leader11 position,

seven, or about 88 per cent, had been in camp longer than the average for the group of twelve weeks.

Of the eight boy

leaders, three, or about 38 per cent, were of CaucasianAmerican background.

Two of these, or about 67 per cent, were

average or above average in social comprehension.

Of the

eight boy leaders, three, or about 38 per cent, were of Mexican-American background.

Two of these, or about 67 per

cent, were average or above average in social comprehension. Of the eight boy leaders, two, or about 3 per cent, were of Negro-American background.

Two of these, or 100 per cent,

were average or above average in social comprehension.

Four

of the eight boy leaders, or ?0 per cent, had come from aver­ age or better neighborhoods. Of the fifty boys studied in this survey, four or about 8 per cent, had attained the position of “Officer of the Day.11 Of these four “O.D.'s,*1 all were average or above average in social comprehension.

Of these four, all had been

in camp beyond the average of twelve weeks for this group studied.

Of the four “O.D.'s*1 one was Caucasian-American in

59 background, and above average in social comprehension; one was of Mexican-American background and above average in social comprehension; and two were of Negro-American back­ ground and above average in social comprehension.

Only one

had come from average or better neighborhoods. Of the fifty boys studied in this survey, only one, or 2 per cent had attained the position of "mayor11 at the time of this study (May 1, 1950).

He was above average in

social comprehension and had been in camp sixteen weeks. was of Negro-American background.

He

However, his case record

stated that he had come from a poor neighborhood. Table XII, on the following page, summarizes the number of boys who held positions in respect to their ethnic group and degree of comprehension. From this table it can be seen that over half of the Caucasian group was represented in the positions of safety and athletic.

Likewise, over half of the positions held in

these two categories, were held by boys of the Caucasian group.

In the position of sergeant about one third of the

Caucasian boys held over half of the positions held in this category.

In boy-leader position three of the Caucasian

boys held over one third of the positions held in this cate­ gory.

One of four officer-of-the-day positions was held by

a Caucasian boy. Among boys whose ethnic background was Mexican,

60 TABLE XII POSITIONS OF LEADERSHIP BY ETHNIC GROUP AND COMPREHENSION

Positions Safety

Mayor

"

3 3

21 **3

6

26

9 5 2 16

56 31 13 100

l 2

11 ifO

3

19

3 3 2 8

38 38 2*f 100

1 1

«■»

33 33

2

25

b Caucasian 6 Mexican 25 Negro

1 1 2 if

25 25 50 100

•

«... Caucasian

.. -

...... ——

1. 1

100 100

— •

35 Caucasian 31 Mexican 25 Negro

Boy-Leader 12 Caucasian 19 Mexican 25 Negro Officerof-theday

No. l5 10 3 28

C onrorehension Below Ave. Above Ave, Per cent No. No. % % 85 l*f -- .... 2 13 36 50 50 5 5 .... 10 loq 3 100 7 31 25 75 60 31 9 100

IV)

Sergeant

Total

l*f 7 2 23

53 Caucasian ¥f Mexican Negro vn

Athletic

Ethnic Groun Per cent in Position 58 Caucasian 6l Mexican 38 Negro

Mexican 13 Negro vm w *

—

-

...

...» — .. .. ...

11 if £ 17

79 57 100 7*f

8 3 2 13

89 60 100 8l

2 2 2 6

67 67 100 75

1 1 2

100 100 100

. -

... ...

1

100

NOTE: There are no totals inasmuch as the items above indicate positions held during the boys* stay in camp. Percent­ ages in the "Total11 column, for example, relate to the "Safety1s" as a group.

6l two thirds of this group held one third of the positions of safety.

About one third of the athletics were of Mexican

background; one third of the sergeants were of the Mexican group; about one third of the boy leaders were of the Mexican group; and one of the four officer-of-the-day was of the Mexican group. It is interesting to note that boys of Negro back­ ground were represented in every position but major by a fourth of their ethnic group.

The only mayor of the survey

group was of Negro background. It is also interesting to note that about 75 per cent or more ofthe boys in each position were average or above in degree of social comprehension. Table XIII, on the following page, indicates the num­ ber of boys who by-passed the first three positions because of ability exceeding the particular position and because of their length of time in camp. From this table it can be seen that although half of the survey

group was eligible for safety, only about one third

served in this position; it was the position most frequently by-passed. The highest degree of comprehension appears to be among those who had served as sergeant, officer-of-the-day, and mayor. From this table it is interesting to note that the

6a TABLE XIII POSITIONS OF LEADERSHIP BY COMPREHENSION,- NEIGHBORHOOD, AND TIME SPENT IN CAMP

Positions

Safety

TOTAL TOTAL COMPREHE][JSION Below Ave. Above Ave. (Holding Posi­ (Holding or tion) eligible) So, No. No. No. $ % % % 21 28 56 25 17 7 3^ 75

Athletic

5

22

18

78

19

38

23

if6

Sergeant

3

19

13

81

15

30

16

32

Boy-Leader

2

25

6

75

8

16

—

Officer-ofthe-Day

-

—

100

if

8

—

Mayor

-

—

100

1

2

—

Positions

1

Type of Neighborhood Selow Av. Average or Above So. No. % %

Time Spent in Camp vO » H

Safety

Lif

50

lif

50

3

Athletic

LI

W

12

52

1

Sergeant

8

50

8

50

1

Boy Leader

if

50

if

50

-

Officer-ofthe-Day

3

75

1

25

-

Mayor

1

100

-

—

-

i i*oo CM M r l r-i 1CIX 1 1 tacm \0 t k 10,

if1 , l, i *", i «.i «

ACM I 00 H

Total Bovs m m d) > © W) ®-4* Jq i s No, > CM °

9

2

b

5h

28

10

2

if

70

23

if

2

5

69

16

l

1

5

88

8

l

-

3

100

if

l

-

-

100

1

type of neighborhood seemed to have no bearing on the leader­ ship ability of the boys in the first four positions. It appears that about half of the boys who attained the position of safety were in camp over the twelve-week average for the survey groups and over two thirds of the boys holding the positions of athletic, sergeant, and boy-leader were in camp over twelve weeks.

All of the boys who held

the positions of Gfficer-of-the-Day and mayor, were in camp over twelve weeks. Attainment and recognition,

(b) Privilege positions.

The privilege positions to which boys could be appointed, have been classified as ma.ior and minor. The major positions were those related to the boy*s work on the camp facilities and grounds.

Otherwise, the boy would be a member of a labor

pool referred to as the “field crew.**

Appointment to a major

position would mean a promotion from the “field crew.11 Exam­ ples were staff janitor, laundry boy, grounds keeper,'field sergeant, boy*s dormitory janitor, and kitchen helper.

Minor

positions were honorary jobs where the duties were performed after working hours.

Examples were:

medical boy, athletic

equipment boy, and librarian. Because some of the above-named positions did not permit a boy to indicate his reliability and initiative, they were dropped from this study.

It was felt that the positions

requiring the most dependability on the part of a boy were:

&¥

staff janitor, laundry boy, medical boy, and field sergeant. Although several of the boys in this study were appointed to privilege positions not indicated here, these listed here were the positions held on the date of the survey (May 1, 1950), Out of the fifty boys whose records were examined, nineteen, or about 38 per cent, had privileged positions on the date of the survey.

Of these nineteen, thirteen, or

about 68 per cent, were average or above average in their degree of comprehension of social attitudinal values.

Of

these nineteen, fourteen, or about 7b per cent, had been in camp over the group’s twelve-week average. Of the fifty boys studied in this survey on May 1, 1950, twelve, or about 2b per cent, had been appointed as field sergeants.

Of these twelve, ten, or about 83 per cent,

were average or above in social comprehension.

Of these

twelve, seven, or about ?8 per cent, were of CaucasianAmerican background.

Of these seven, six, or about 86 per

cent, were average or above in social comprehension.

Of the

twelve field sergeants, three, or about 25 per cent, were of Mexican-American background.

Of these three, two or about

67 per cent, were average or above in social comprehension. Of the twelve field sergeants, two, or about 17 per cent, were of Negro-American background.

Of these two, both were

average or above in social comprehension.

Of the twelve

65 field sergeants, ten, or about 83 per cent, were in camp longer than the twelve week average for the group. Of the fifty boys in this study, eight, or 16 per cent, had been appointed as laundry boys.

Of these eight, five, or

about 63 per cent, were average or above in social comprehen­ sion.

Of these, three, or about 38 per cent, were of

Caucasian-American background. average in social comprehension.

Two or 67 per cent were above Of the eight laundry boys,

three, or about 38 per cent, were of Mexican-American back­ ground.

One of these, or about 33 per cent, was average or

above in social comprehension.

Of the eight laundry boys, two,

or about 25 per cent, were of Negro-American background.

Of

these two, both were above average in social comprehension. Of the eight laundry boys, five, or about 63 per cent, were in camp longer than the twelve-week average for the study group. Of the fifty boys in this study, five, or 10 per cent had been appointed as medical boys.

Of these five, four, or

80 per cent, were average or above in social comprehension. Of these five medical boys, three, or 60 per cent, were of Caucasian-American .background.

Of these three, two, or about

67 per cent, were average or above in social comprehension. Of the five medical boys, one, or about 20 per cent, was of Mexican-American background and above average in social com­ prehension.

Of the five medical boys, one, or about 20

66 per cent, was of Negro-American background, and above average in social comprehension.

Of the five medical boys, four, or

80 per cent had been in camp longer than the twelve-week average for the study group. Of the fifty boys in this survey, five, or 10 per cent, had been appointed as staff janitors.

Gf these five, four,

or 80 per cent, were average or above in social comprehension. Of these five, one, or 20 per cent, was of Caucasian-American background, and above average in social comprehension.

Of

these five, two, or *f0 per cent, were of Mexican-American background.

Of these two, one was above average in social

comprehension.

Of the five staff janitors, two, or kO per

cent, were of Negro-American background, and were both above average in social comprehension.

Of the five staff janitors,

all, or 100 per cent, had been in camp over the average of twelve weeks for the study group. Table XIV, on the following page, shows the number of boys in positions in relation to ethnic background, compre­ hension and time spent in camp. It can be noted by the table that not over 25 per cent of any ethnic group attained privilege positions. Eighty per cent of the boys in the positions of fieldsergeant, medical-boy and staff-jjanitor were above average in comprehension. Eighty per cent and over of the boys in the positions

67

TABLE XIV POSITIONS OF PRIVILEGE BY ETHNIC GROUP, COMPREHENSION, AND TIME SPENT IN CAMP

Positions

ETHN EC GROUP COMPREHENSION TOTAL Caucasian Mexican Negro Below Ave. Above Ave. No. No. % No. % % No. % No. % No. %

Field Ser­ geant

7

58

3

25 2

17

Total for this posi*;ion Laundry Boys

3

38

3

3

60

1

20 1

1

20

'2

4o 2

10

83

12 2*+

3

37

5

63

8 16

1

20

80

5 10

1

20

20

Total for this posi ;ion Staff Janitors

17

24

38 2

Total for this posi:;ion Medical Boys

2

bO

Total for this nosi*;ion

b

80

Total Privilege Positions h e l d ......... Per cent in positions from Survey Group......... Number in positions who were Average or Above in Comprehension . Per cent of boys in positions Average or Above in Comprehension.................. ... TIME SPENT IN CAMP

19 38 13 68 TOTAL

No.

& %

f

5.2S

H ro

,ABOVE 12-WEEK AVERAGE 1-6 6-12* 12-18 18-24 Over * 1 ,zb„ No. “ 53 6 Field Sgt. 10 1 1 *S 3 Laundry Boy 5 63 3 3® 2 > k 80 Medical Boy 1 3 1 Staff - * 1 100 Janitor 4 5 1 Positions

..

8

16

5

10

5

10

68 of field-sergeant, medical-boy, and staff-janitor were in camp longer than twelve weeks* 2*

Merit list* Merit lists are a composite of each

boy*s daily and weekly grade averages.

At Oak Grove Camp

where this study was made, a boy*s daily grades comprise a grade on his bed and locker, three school grades, one work grade, and an activity grade which includes points added or removed for conduct during the day*

The boys are ranked on

the merit list from those having the highest to those having the lowest grades.

The boys* relative positions on the Merit

List each week were secured, and the list divided from top to bottom into four quarters.

It was possible to secure the

number of weeks that a boy ranked in each quarter on the Merit List*

By taking the average of these, it was possible 4

r

to arrive at the boy*s average weekly rating. The Staff at Gak Grove Camp emphasized that the Merit }

List was primarily a source of stimulus to the boys toward improving their conduct and meeting their problems.

At best,

the Staff regarded it merely as a measurement of a boy*s ability to conform to camp policy*

It was not felt that the

Merit List could indicate adjustment of deep-seated problems. The Merit List was used as a means of preparing lists of those entitled to out-of-camp privileges, such as attending moving pictures in a near-rby town, using the YMCA swimming pool, going on a trip to an ocean beach for a picnic and

swimming*

During counseling sessions it was Staff policy to

stress the importance of “attitude11 above that of grades* However, it becomes apparent to one working with the boys, that the boy was seeing camp primarily in the dimensions of the grades he had received and the time he had spent in camp* The grading scale was over an eight point range which began at the highest with “excellent,“ then in descending order, very good, good, satisfactory, fair, poor, very poor, and failing* Of the fifty boys in this inquiry, it was found that their grades averaged slightly below the “satisfactory11 level. Using this as a basis of measurement, it was found that of the fifty cases, twenty-nine, or about 58 per cent, were average or above on the merit list*

Of these twenty-nine,

*

nineteen, or about 66 per cent, were average or above in social comprehension.

Of these twenty-nine, fifteen, or

about 52 per cent, were rated as above average in behavioral attitudes by the Staff on its schedule*

Of the twenty-nine

cases above average on the Merit List, fourteen, or about **■8 per cent, had been in camp longer than the average of twelve weeks for the study group*

Of the twenty-nine cases

above average on the Merit List, nineteen, or about 66 per cent, were of Caucasian-American background.

Of these nine­

teen, fourteen, or about 71* per cent, were above average in social comprehension.

Of the twenty-nine cases above

70 average on the Merit List, six, or about 21 per cent, were of Mexican-American background.

Gf these six, two were

average or above in social comprehension.

Of the twenty-nine

cases above average on the Merit List, two, or about 7 per cent, were of Negro-American background.

Both were above

average In social comprehension. Of the twenty-nine cases above average on the merit list, eighteen, or about 62 per cent, were boys who had been filed for violations of subdivision "M” (burglary).

Of the

twenty-nine cases above average on the Merit List, seven, or about 2k- per cent, were boys who had been filed for viola­ tions of subdivision wBn (Lack of parental care) • Of the twenty-nine cases above average on the Merit List, three, or about 10 per cent, were boys who had been filed for viola­ tions of subdivision nKn (Lewd and immoral conduct).

Of the

twenty-nine eases above average on the Merit List, one, or about 3 per cent, was a boy who had been filed for violation of subdivision 111" (Incorrigible).

Of the twenty-nine cases

above average on the Merit List, two, or about 7 per cent, were boys who had been filed for violation of subdivision 11Jn (Truancy) • Table XV*, on the following, page, shows the Merit-List ratings of the boys in relation to ethnic background, compre­ hension, time spent in camp and violation. It can be seen by the table that two thirds of the

71 TABLE XV POSITION ON MERIT LIST RELATED TO COMPREHENSION AND OTHER FACTORS ETH KTIC GROUP STAFF COMPREHENSION TOTAL Position on Merit Caucasion Mexican Nes'ro Below J Above EVALUATION List No* No* No. % % No. $ No* .% No.. No* % No* Below Above Below Average

7

33

9

>+3 5

Average or above TOTAL

3-9 26

66 —

7 16

1 8

Position on Merit List Below Average Average or Above TOTAL

2b

57

13

8

21 b2

66 —

lb 27

V? 23

-29 58 50 100

9 ^3 12

10 10 — 19

V* 19 ~ 31

Time Spent in Camp Above Aver­ Number of Weeks age Time 1-6 6-12 12-18 l8-2*f Over 2b 1 Weeks No. f X“ — " 6

7

< b CD

1

9 15

8 15

*1 6 i 10

1 2

_

Total Not

€

3

8

38

21

*f2

5 - 8

12

ifl

29 50

58 ,100

____

SubdivisjLon Vi.olated M-K

1

K

J

I

B

No.

1

15

1

1

1

-

-

18

2

2

1

5

29

K-I

2 -

$ CM

Average or Above

M

M-I

Jr

Below Average

Total

H CM

Position on Merit List

58

72 Caucasian group were above average on the Merit List; two thirds of the boys above average in comprehension were above average on the Merit List. It is interesting to note that half of those who were above average on the Merit List were rated low in behavioral attitude by the staff evaluation schedule. Apparently the boys below twelve weeks in camp made both the highest and the lowest grades on the Merit List. Over half of the boys who had violated subdivisions M-K and J were above average on the Merit List; all boys under subdivision B were above average in Merit List rating. 3*

lime spent in camp. When a boy is placed in camp

by the Court, he is placed under the supervision of the Pro­ bation Officer.

The Staff policy has been to reduce a boy’s

time in camp to as low as twenty weeks, depending upon the boy’s adjustment.

If the adjustment is extremely poor, the

Probation Officer can ask that the boy’s time be extended; To the Camp Director and the boy’s advisor is delegated the authority of recommending the time in which a boy is to be released.

This judgment is based on the boy’s record and

camp adjustment.

While each boy’s capacities and adjustment

are considered on an individual basis, the effects of a boy’s release time on the camp morale is sometimes a consideration. It seems to have been the generally accepted pattern among boys in Oak Grove and formerly Baldy Camp, that if a boy does

73 good work, conforms to the regulations well, participates in the camp activities willingly, and seems to have a good atti­ tude, he will be released in average time or less.

However,

Staff policy deviates from this pattern in that there is considerable stress on a boyfs over-all attitude and the ability to recognize and cope with his problems.

Therefore,

the time that a boy spends in camp may not be an indication of his over-all record in camp. Gf the fifty boys studied it was found that the aver­ age time each member of the group had been in camp was slightly over twelve weeks.

Of the fifty boys, twenty-one, or about

k-Z per cent, had been in camp over twelve weeks at the time of the study (May 1, 1950).

Of these twenty-one, eighteen,

or about 86 per cent, were average or above average in com­ prehension of social attitudinal values. Of the twenty-one boys in camp over twelve weeks, twelve, or about 57 per cent, were of Caucasian-American back­ ground.

Of the twenty-one boys over twelve weeks in camp,

five, or about 2k- per cent, were of Mexican-American back­ ground.

Of the twenty-one boys in camp over twelve weeks,

four, or about 19 per cent, were of Negro-American back­ grounds • Gf the twenty-one boys in camp over twelve weeks, thirteen, or about 62 per cent, were cases in which both parents were born in the United States; three, or about 1^

7b

per cent were eases in which one parent was born outside of the United States; four, or about 19 per cent, were cases in which both parents were born outside of the United States. Of the twenty-one boys in camp over twelve weeks, seven, or about 33 per cent, were from homes in which the boy was living with both his natural mother and father.

Nine,

or about *+3 per cent, were from homes in which there was divorce, separation, desertion or common-law relationship. Of the twenty-one boys in camp over twelve weeks, five, or about 2b per cent, were from homes which had been disrupted through the death of one or both parents. Table XVI, on the following page, is a picture of how the boys1 background factors relate to the time spent in camp. It appears

from

the table that over 86 per

centof

those boys above average in comprehension were in camp over twelve weeks. Over two thirds of the boys in the Mexican group were in camp less than twelve weeks. It seems that about two thirds of those boys with two foreign-born parents had stayed over twelve weeks in camp. Over three fourths of the boys with one foreign-born parent stayed in camp less than twelve weeks. It appears homes stayed less

that

three fourths of the boys from broken

than twelve weeks in camp.

75 TABLE XVI TIME SPENT IN GAMP IN TERMS OF CERTAIN SOCIAL FACTORS

Social Factors

TIME SPENT IN CAMP % of TOTAL Ethnic Below Average Average or Above Group No* Per cent No. Per cent No* %

Total Popula­ tion

29

C omprehens ion Below Average Above Average TOTAL

16 11 29 9*

Ethnic Groups Caucasian Mexican Negro TOTAL Birthplace of Parents in USA None One Both TOTAL Status of Parents1 Marriage Broken Home One or Both Beceased Normal Family TOTAL

21

**2

50

100

100

1^ 31

I**86 100

19 31

5o

38 62 100

lb

bS

12

57

26

52

69

11

38

5

2b

16

32

50

b 29

lb 100

b 21

19 100

5o

8

16 100

2

6

b

19

6

12

8

28

3

lb

.11.

22

3,9 29

66 100

lb 21

67 100

5o

66 100

12

bl

9

21

b2

8

28

5

2b

13

26

9 29

31 100

7 21

33 100

16

3? 100

58

.

5o

Removal from Camp* Occasionally it becomes neces­ sary in the operation of the camp program to remove a boy for disciplinary reasons.

This may be for the purpose of secur­

ing treatment better suited for the solution of the boyfs problems.

It may also prove best for the camp morale to have

a boy removed from camp.

Upon removal the boy is taken to

Juvenile Hall. During the completion of this study of fifty boys at Oak Grove Boys* Camp, a period of three months elapsed.

Dur­

ing this time, of the fifty boys in this inquiry, twenty-six, or 52 per cent, left the camp through disciplinary removal or graduation. Of the twenty-six who left camp, fourteen, or about 5b per cent, were removed prior' to graduation.

Of these

fourteen removals, eight, or about 57 per cent, were below average in comprehension of social attitudinal values.

The

average time in camp for each of the fourteen boys who were removed was about sixteen weeks.

Five boys, or 36 per cent,

were removed after being in camp five weeks or less.

Of

these five, two, or about **0 per cent, were average or above in social comprehension.

Six boys were removed after being

in camp from twelve to twenty weeks.

Of these six boys,

three, or 50 per cent, were average or above in social com­ prehension.

Of the fourteen boys removed from camp in the

three month period, three boys had been in camp over twenty

77 weeks*

Of these three, one was well above average in compre­

hension of social attitudinal values.

This boy had been in

camp forty-seven weeks at the time of his disciplinary removal. Of the fourteen boys removed from camp, seven, or 50 per cent, were of Caucasian-American backgrounds.

Of the

fourteen removed from camp, four, or about 29 per cent, were of Mexican-American background.

Of the fourteen removed from

camp, three, or about 21 per cent, were of Negro-American background. At the time of the study (May 1, 1950) of the fourteen boys who were later removed for disciplinary reasons, only four, or about 29 per cent, had been appointed to positions of leadership or recognition. Table XVTI, on the following page, indicates certain •social factors and their relation to the removal of boys from camp. The table indicates that about one third of the boys removed, were removed during the first five weeks$ one third were removed after being in camp for twelve to twenty weeks, or over 75 per cent of those removed stayed in camp less than twenty weeks. A little over half of the boys who were removed were below average in comprehension. A fourth of the boys of Caucasian background were

78 TABLE XVII REMOVAL FROM CAMP IN TERMS OF CERTAIN SOCIAL FACTORS Social Factors

% of Boys Removed Ethnic Group No* %

Time of Removal Five weeks or less.

5

36

Twelve to Twenty weeks

6

^3

3 lb

21 100

8 6 lb

V 100

27

7

Mexican

25

Negro

3:8

Over twenty weeks TOTAL Comprehension Below average Above average TOTAL

Boys Remaining TOTAL or Graduating No* No. %

%

iverage camp age at removal, sixteen weeks

11 36

31 69 100

19 31

£o

100

50

19

53

26

52

b

29

12

33

16

32

3 1*+

21 100

5 36

lb 100

5o

8

16 100

Positions of Leadership and Privilege at time of survey Without

10

71

10

28

20

ko

With TOTAL

b lb

29 __ 26 100 36

62 100

■1°

£o

60 100

Ethnic Groups Caucasian

Status of Parent 5* Marriage Broken Home Deceased Normal TOTAL

I8 62

5

36

16

b5

21

b2

5

36

8

22

13

26

b lb

28 100

12 36

33__ 100

16 _ *0

32 100

removed; a fourth of the Mexican group were removed; and a third of the Negro group were removed before graduation# Almost three fourths of those boys who were removed from camp had attained no positions of leadership on May 1, 1950. One third of the boys removed from camp were from broken homes; and one third were from homes in which one or both parents were deceased# 5*

Graduation from Camp#

If a boy had satisfied the

requirements of the camp program by working well, conforming to regulations, showing a willingness to participate in camp activities, and an ability to improve attitudes of behavior N

toward society, a boy was considered by the Staff at Oak Grove to be eligible for release from camp through graduation# During the completion of this study of fifty boys, in the three months which elapsed, twelve boys, or about 21* per cent, were graduated from camp#

Of these twelve, eleven, or

about 92 per cent, were average or above averagein degree of comprehension of social attitudinal values# The average time in camp for each ofthe graduates was thirty-four weeks#

One boy graduated after only fourteen

weeks in camp because his was a special assignment as mainte­ nance boy at a junior probation camp to complete his senior camp program#

He was above average in social comprehension.

One boy graduated after completion of twenty-one weeks in the

80 camp program.

He was above average in social comprehension.

Two graduated after spending from twenty-five to thirty weeks in camp.

Five graduated after spending from thirty to forty

weeks in camp.

Three boys spent over forty weeks in camp.

One boy of these three who spent forty-five weeks in camp was the only boy among the graduates who was below average in degree of comprehension of social attitudinal values.

It was

felt that he had gained the maximum possible for him from any type of program because of his dull normal intelligence. Of the twelve boys who graduated from camp, five, or about *h2 per cent were of Caucasian-American background.

Of

the twelve graduates, three, or 25 per cent, were of MexicanAmerican background.

Of the twelve graduates, four, or about

33 per cent were of Negro-Ameriean background. At the time of the study (May 1, 1950) all of the twelve graduates had been appointed to positions of leader­ ship or recognition, and all had been in camp longer than the , twelve week average for the fifty boys studied in this survey, at the time the survey was made. Of the twelve graduates, four, or about 33 per cent, were from homes in which there were both natural father and mother.

Of the twelve graduates, five, or about *+2 per cent,

were from broken homes.

Of the twelve graduates, three, or

about 25 per cent, were from homes in which one parent or both were deceased.

81 Of the twelve graduates, seven, or about $8 per cent, were from families in which both parents were American-born* Of these twelve, one, or about 8 per cent, was from a family in which one parent was foreign-born*

Of these twelve gradu­

ates, four, or about 3^ per cent, were from families in which both parents were of foreign birth. Of the twelve graduates, seven, or about 58 per cent, were from average or better neighborhood areas. Of the twelve graduates, seven, or about 58 per cent, were from families having an economic status of average or better. Of the twelve graduates, nine, or about 75 per cent, were from homes having five rooms or more. Of the twelve graduates, eight, or about

67

per cent,

were better than average on the Merit List at the time of the survey (May 1, 1950). Of the twelve graduates, nine, or about 75.per cent, were evaluated by the Staff as conforming above average to the values and purposes of camp at the time of the survey (May 1, 1950). Of the twelve graduates, nine, or about 75 per cent, were above the average age for the study group (15**+ years) • Table XVIII, on the following page, shows the relation of certain social factors to the graduation of boys from camp. From this table it can be seen that half of the boys

82 TABLE XVIII GRADUATION FROM CAMP IN TERMS OF CERTAIN SOCIAL FACTORS Social Factors

Bovs Graduating % of Ethnic Group No* %

Time spent in camp prior to Aug* 1, 1950: 10-19

TOTAL

Boys Remaining. No.

%

No.

%

Average for all 1

8

8

33

9

25

p< ^O—2^fr § *0*H o a - - • a) a >» > bQ >>*P 13 O - - OS4 f3 t >• C(J,OQ 05 m

1 think X knotf what to do so that 1*11 graduate*

173#

Tto staff are just doing a job for themselves up here#

guy*s gotta watch ^penoil«*happy** advisors*

Page

9

Yes

179*

I would not want to go home until. 1 5ra sure X can stay out of trouble*

180.

My problems are caused by other people.

181.

I don*t likea person who tells everything

182.

I think it*s better to go heme now even if I ?m not sure ' {'" I fll stay out of trouble than it would be to wait in ~TI camp until I am sure*

183.

I think a boy should get the same notations for the same viol ations©

184.

I think camp can be interesting.

185.

There is no reason why I should try to be any different when I get back home.

186.

Some guys seem to get all the breaks — work for the things they get either.

187.

One boy seems

138.

Every six weeks a boy stays in G o o d y I think, should winhim a week-end.

189.

I often wonder why I don*t do as well as someone else*

190.

A fellow has to be careful’of what he says in a counsel- . ing session.

191.

I think a boy should be permitted to quit sdi ool after he reaches the eighth grade.

192.

A boy should try to talk to a counselor and he may take away the notation.

193.

Camp is really the stafffs idea.

194.

Sometimes people admire my work and praise me*

195.

I don*t think that teachers in camp are- trying to make me learn.

196.

If a fellow gets his kicks without being seen by the staff, and stands high on the merit list, he is smart enough to stay out of trouble on the f*outs.ff

IS 7.,

X know what*s wrong with me better than the staff doesw

op

:tc9;>

to the staff

_

___

and they don*t

to be the same as any other to the staff. ____

___

.

, • ,

Ohero isn*t much use In doing a lot of talking.__________ ___ f oh ool is the best tiling I like about camp.

Page 10

200*

Yes

It Is 0*K* for me to ask how I can keep from getting notations in the future©

.

201

I feel that no one appreciates what t dc*

202

The camp program is really arranged to help the staff*

.

.

203*

A fellow has to know how to please the staff* even if you don*t like them*

204*

I can toe like I always was on the ^ u t s 1* and still do O.K.

205*

I feel “better if I can talk with somebody about my problems.

206*

I go to school because of the law*

______

207*

If I find the boys like me and if my group is in the last place, I should tell them how to improve*

____

208*

The staff prefers to have boys in camp who have no problems*

209.

A fellow isn*t expected to do anything in camp unless a counselor tells him to*

210. I didn*t have any problems until I came to camp*

____

211* I feel discouraged if I say I have some problems*

___

212* It*s better to do something new each day in school than

____

to study a lot on one thing* 213*

A boy should find a staff-member who likes

him*.

____

214.

I pick up papers whenever I see them lying

around*

____

215.

Some things I fve gotta keep to myself*

216*

I believe I*d feel better if I 11cut-out11*

217*

The staff are different from police.

218*

Going to the teachers and staff for advice is bad because 1*11 be called a llfinger-man!t*

____

I really shouldnft be in camp because I have no problems* The County puts the Staff aa d Teachers here to help us to get back home. T feel better when I talk to a teacher or advisor about a problem* ho one should hold it against a guy for asking the staff for help*

__

Page 11

Yes

223#

A boy should be able to choose his own work in camp*

224#

I*m disappointed when I can*t nee my advisor*

, ___

225#

I didn»t askfor camp *•«•> and I donlt need to accept for doing the work or going to school#

226#

A guy should work out his own problems and not run to the staff*

227*

I think that making beds and sweeping

228#

People don*t seem to understand me#

229#

Camp jobs— -if the County could pay for it— *would be done by County Employees#

230*

You feel like you*d like to get some help with some of your problems#

231#

A fellow has to learn how to stand for his rights or the adviser s won*t respect you#

232#

Itfs better to be punished than it is doing work I donft___ like#

233#

A guy has to stick up for his rights in comp#

234#

X seem to like any kind of work#

235#

If a guy is strong and smart, he knows he*s right and he shouldn*t be criticiged#

236#

I shouldn*t have to learn work that X never did on the "outs’1*

237#

it

is awomanrswork*

A fellow should let someone tell him when he is wrong# The End

^

___

M3T NAME IS 1; 3• •4? p•

ii 9i * lo; iii 12 ;

1 T T T T T T T T T T t

T

1?! 14* T 154 T I6f f T

ill i 1 94 T T tf T T i T 264 7 27 # T 28# T 29* :t 30.; T •31; T 32 ; T 33. T 34 * T 33. T 36* T 37; T 38* T 39i T 404 T 1*14' T h. T 43. T T p. T 46* T Li-74 T T 49; T 50; T 31. T 52* T 53. T 54, T T 5556; T 57; T 58; T 59; T 60 f .T 20 i 21; 22 i 23i 24; 23*

ml m

P F P P F P F P F F F P P F F F P F P P F P P P P F F P F P P F P P F F F P F P P P F P F P P P F P P P P P P F P -F F P

6l| $ P 62; $ F 63# * F T P 64, T P 63. 66, T P T P 67. 68, T P 69* T P 70. T P 71# T P 72, T P 73. T F 74. T P 751 T P 76* T F 77. T P 78; T P T P 79i o0* T F 81; T P 82 f I1 P T P ‘ 83. ‘ 84* T P 85. T F 86, T P 87; T P 88; T P 89; T P 90# T P 91; T P 92, T F T P 93. 94; T P 95 ; T P ' 96, T F 97; T P 98* T F 99; F 100. T F 101, T F 102* T P I0 3 . T F 104 . T F 105. T P 10 6 , T P 107 i T F 108 ; 1 P 109, T P 110, T P 111 * T P 112; ■T P 113 ; T P 114 ; T F T P n5. 116 , T .F 117 ; T F 118 ; T P 119 ; T P P 12 0 *

121|

fi F 102 j: T T T i m

1834*

12.71

128i 129 i

F

205 206

T T T T T T T T T T T T T T T T T T T T T T

P P F P P P F F F P P F P F F P P P P P P P P

•297

T

F

208

T T T T

R P P P P

186; 18.71 188# 1894

19o; .191# 192* 193# 1954

196-1 1974 1981 1994

2004 201; 202 203

■soli.

209

210 211 «L2jf

213 214 215

216 211 218 219

>4

P

221 222 223 22 4

223 226 227

228 229

230 231 232 233

23$ 233 236 237

238

239 2^0

T T T T

P

T T T T T T

P P P P P P P P P P P P P F P F

T

P

T T T T T T T

P F P F P F' P

T T T T T T

T T

H

ro

APPENDIX C "STAFF EVALUATION SCALE"

ATTITUDE EVALUATION SCALE EALDY POY.V CAMP CAMP EALDY, Y. LYF# APRIL 1950

14

Does not act differnently out of view.

2*

Better able to control feelings*

3*. Understands problems of others* I4.*

Has varieties of hobbies for spare time#

5o

Knows hoi! to gain approval for doing well*

cc

Boy decides to remain in camp©

7o

Hot just getting by in camp*

8*

Doesn*t blame other people for problems*

9*

Recognizes his own strengths and accepts them*

10*

Begins to show appreciation for help of the staff*

11*

Helps others get along with each other*

12*

Believes he can meet demands on him at home*

13.

Ready for home*

II4.*

Looks upon staff and teachers as friends*

15*

Wants to earn camp treats*

16*

Begins to be responsible for others*

. 17*

Learns from mistakes without repeating them*

18*

Wants and likes to help others*

,19*

Has variety of interests for spare time*

20*

Has learned to work for things he wants*

21*

Has yet to learn about camp (just entered)*

-22'a

Not just serving time,

'23«

Doesn*t lie to himself*

r 2.^(3

Does not ’’talk himself ’1 out of correction*

f"

Develops feeling of responsibility to camp* •L

Sets good example for others*

2 3 Has gained self-confidence* Ready for graduation*

.,-29$

Accepts the help of the staff and teachers*

v* v>

J28 a

30^

Wants to earn camp positions#

31*

Likes to learn#

32U

Gan work at goal until achieved*

33a

Recognizes responsibility for others*

3l|©

Knows what to do to stay out of ■roublei

35 **

Has isade apeeifi© plans for immediate future© •*

36 ©

Wants to live with relatives©

37#

Wants to do-well in camp©

38 ©

Discusses problems freely©

39%

Does hot try to avoid correction^

10*

Resists improper influence of othersi

i+1©

Helps' staff without expecting a.reward,

Ij-2o

Has set own .standards for. life at-home*

14.3o

Able 'to understand the problems .of those h e *11 live with©

lull©

Willing- to cooperate with his group©

1|5*

Wants to earn camp privileges©

i.

••

I46 ©

Dikes school©

1|7©

Able to apply self-under standing©

lj.8 ©

Considers other* s rights as important as his orm©

l|9f

Knows; what helped him get into trouble at home©

50i

Believes he can make and^keep his own decisions©

51#

Wants to return to court©

52©

Earns citizenship©

55*

Does not tease others who ask for help©