AN INVESTIGATION OF SOME RELATIONSHIPS BETWEEN EMOTIONAL NEEDS AND PREJUDICE TOWARD MINORITY GROUPS OF INTERMEDIATE GRADE CHILDREN IN SELECTED WESTCHESTER COUNTY SCHOOLS

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Sponsoring Committee:

P r o f e s s o r L o u is E . R a t h s , Ohairman P r o fe s s o r R obert K. Sp eer A s s o c i a t e P r o f e s s o r Dan W. Dodson

AN INVESTIGATION OF SOME RELATIONSHIPS BETWEEN EMOTIONAL NEEDS AND PREJUDICES TOWARD MINORITY GROUPS OF INTERMEDIATE GRADE CHILDREN IN SELECTED WESTCHESTER COUNTY SCHOOLS

LAWRENCE

PARK

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Person to Person A ttitu d e s The preceding s e o t i o n d e a l t w it h -changes i n a t t i t u d e s to w a r d th e th re e minority groups as th e se ch a n g e s were r e l a t e d t o c h a n g e s i n em otional needs.

Also im p o rta n t t o th e t e s t i n g o f t h e h y p o t h e s i s w ere

the ohanges in a ttitu d e s o f the c h i l d r e n i n th e s tu d y to w a r d m i n o r i t y group in d iv id u a ls. p a g 6 l5 0

The Ohio S o c i a l A c ce p ta n ce S c a l e

( s e e A p p e n d ix ,

) was used t o d eterm in e t h e s e ch an g es i n a t t i t u d e s

on t h e

person to person l e v e l .

With th is t e s t c h ild r e n r ec o r d e d t h e i r f e e l i n g s tow ard o t h e r c h i l d r e n by accepting or r e j e c t in g them on a s i x - p o i n t " f r i e n d s h i p " s c a l e . s c a l e ranged from "very b e s t f r ie n d " t o " d i s l i k e . "

T h is

As w i t h t h e o t h e r

instrum ents used in the s tu d y , t h i s t e s t was a d m i n i s t e r e d a t t h e b e g i n ­ n in g and end o f the ex p erim en t.

W ith t h e s e " b e fo r e " and " a f t e r " d a t a

i t was possible to note changes i n th e r a t i n g one c h i l d gave t o a n o t h e r . The follow ing c r i t e r i a were s e t up t o r e c o r d " g a in s" and " l o s s e s " i n s o c i a l acoeptanoe of the m in o r ity group c h i l d r e n ; 1.

Gains in s o c ia l acoep tanoe were c o n s i d e r e d t o be t h o s e c h o i c e s

which remained at the l e v e l o f a c o e p ta n o e c a l l e d , or "very best friends."

"ok," "good f r i e n d s , "

A lso c o n s i d e r e d as g a in s were c h a n g e s from

th o s e choioes o a lle d , " d i s l i k e , " " d o n 't c a r e f o r , " and " d o n ' t kn ow ," t o any o f the previously m entioned c h o i c e s . 2.

Losses in s o c i a l a c c e p ta n c e were c o n s i d e r e d a s t h o s e o h o i c e s

which remained at the l e v e l o f s o c i a l a c c e p t a n c e c a l l e d , d o n 't care for," and " d o n 't know,"

" d is lik e ,"

A l s o c o n s i d e r e d a s l o s s e s w ere t h o s e

changes in s o c ia l acceptance w h ich w ent from "very b e s t f r i e n d , " f r ie n d ," or "ok," to the o th er t h r e e s o c i a l a c c e p t a n c e c h o i c e s .

"good

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134-

Before a smnnary o f TABLE XXI, page 1 3 3 , i s

g i v e n , a w o rd i s

necessary about how th e f i g u r e s e n t e r e d t h e r e o n w e r e d e t e r m i n e d :

The

"before" and " a f t e r " s o c i a l a c c e p t a n c e s c a l e l i s t s

f o r e a c h c h i l d whose

needs were b e t t e r m et v/ere c o m p a r e d .

u sed t o d eterm in e

The c r i t e r i a

lo ss and gain were t h e n a p p l i e d f o r e a c h m i n o r i t y lists.

g r o u p c h i l d on t h e s e

The t o t a l number o f t i m e s e a c h m i n o r i t y g r o u p i n d i v i d u a l g a i n e d

or l o s t was thus f o u n d . acceptance sc a le l i s t s well met,

The same p r o c e d u r e was a p p l i e d t o t h e s o c i a l o f t h o s e c h i l d r e n whose e m o t i o n a l n e e d s w e re l e s s

3y u s i n g t h i s t e o h n i q u e i t was p o s s i b l e

minority group i n d i v i d u a l s c h a n g e d i n t h e i r s o c i a l

t o d e t e r m i n e how a cc e p ta n c e s ta t u s in

r e la tio n to the ch an ge i n e m o t i o n a l n e e d s o f t h e c h i l d r e n who r a t e d th e m . TABLE XXI shows t h e r e l a t i o n s h i p b e tw e e n e m o t i o n a l n e e d s c h a n g e s and changes i n a t t i t u d e to w a rd i n d i v i d u a l c h i l d r e n groups.

of th e

th re e m in o rity

The f o l l o w i n g f a c t s fro m t h e t a b l e a r e i m p o r t a n t t o t h e r e l a ­

tio n s h ip : 1,

,

Those n o n -N e g ro c h i l d r e n whose n e e d s w e r e b e t t e r m et h ad

fifty -tw o o p p o r t u n i t i e s t o o h a n g e t h e i r s o c i a l a c c e p t a n c e Negro c h ild re n i n t h e i r c l a s s e s . eig h t were re c o rd e d a s g a i n s . to r a t a .

Of t h e s e f i f t y - t w o

r a t i n g o f th e

o p p o rtu n itie s , fo rty -

T h i s was 9 2 .3 p e r c e n t o f t h e t o t a l c h a n c e s

Losses i n s o c i a l a c c e p t a n c e w ere r e c o r d e d i n o n l y 7 . 7 p e r c e n t

of the o p p o r t u n i t i e s t o c h a n g e .

F o r t h o s e c h i l d r e n w h o se n e e d s w e re

le s s well met, t h e r e v/ere f o r t y - s e v e n o p p o r t u n i t i e s acceptance r a t i n g s o f Negro c h i l d r e n .

to change t h e i r

I n 3 6 .2 p e r c e n t o f th e c h a n c e s ,

lo sse s in acc e p tan c e w ere r e c o r d e d , w h i l e 6 3 . 8 p e r c e n t w e re r e c o r d e d as gains.

2.

F o r J e w i s h c h i l d r e n , th e change i s somewhat d i f f e r e n t .

In

9 2 . 7 p e r c e n t o f t h e f o r ty - o n e o p p o r tu n i tie s t o change, gain s were r e ­ c o r d e d f o r t h o s e c h i l d r e n whose em otional needs v/ere b e t t e r m et.

How­

e v e r , f o r t h o s e c h i l d r e n whose needs were l e s s v/ell m et, 80.5 p e r c e n t o f th e f o r ty - o n e

o p p o r t u n i t i e s to ohange were re c o rd ed as g a in s w hile

1 9 . 5 p e r c e n t w e re l o s s e s .

T h is l a t t e r p e r o e n t was somewhat lo w er

t h a n t h e c h a n g e r e c o r d e d f o r Negro c h i l d r e n by c h i l d r e n whoso needs were l e s s w e ll m e t. 3.

N o n - C a t h o l i o o h i l d r e n whose needs v/ere b e t t e r met used 92,1

p e r c e n t o f t h e i r o p p o r t u n i t i e s to change acoeptanoe r a t i n g s on C a th o lic c h ild re n in g a in s. h ig h p e rc e n ta g e

Those whose needs were l e s s w e ll met a ls o used a

( 9 0 .5

%)

o f t h e i r o p p o r t u n i t i e s t o change by showing

g a i n s i n a c c e p t a n c e o f C a th o lic c h i l d r e n .

I t c a n b e s a i d i n g e n e ra l t h a t those c h i l d r e n whose needs were b e t t e r m e t i n c r e a s e d g r e a t l y t h e i r acceptance o f i n d i v i d u a l s i n the t h r e e m i n o r i t y grc-upri o r m ain tain ed a h igh l e v e l o f acoeptano e.

However,

f o r t h o s e c h i l d r e n whose em otional needs were l e s s w e ll met a r e g u l a r "o rd er"

o f c h a n g e i n a cc e p tan c e i s noted f o r the th r e e groups j u s t as

w as n o t e d i n t h e num ber of c h i l d r e n who o r i g i n a l l y e x pressed a p re ju d ic e t o w a r d "Negro P e o p l e , " "Jew ish P e o p le ," and " C ath o lic People" ( see p a g e 119

)•

More N egro c h i l d r e n l o s t i n acceptance th a n Jev/ish c h i l d r e n ,

a n d m ore J e w i s h c h i l d r e n l o s t i n acceptan ce th a n C a th o lic c h i l d r e n .

T h e r e f o l l o w s a b r i e f r e c a p i t u l a t i o n of th e f in d i n g s : 1.

The e x p e r i m e n t a l group te a o h e rs were s u c c e s s f u l i n t h e i r e f f o r t s

-1 3 6 -

to h o t t e r m e et th e e m o t i o n a l n e e d s o f t h e s e l e c t e d c h i l d r e n .

T h is was

true of tw e n ty o u t o f t w e n t y - f i v e c h i l d r e n w i t h whom t h e s e t e a c h e r s worked, 2.

The n e ed s o f t h e s e c h i l d r e n d e c r e a s e d b o t h i n f r e q u e n c y a nd i n

in te n sity .

I n f r e q u e n o y t h e s h i f t was fro m " s e v e r a l t i m e s d a i l y " a n d

"d aily " to w a rd " s e v e r a l t i m e s w e e k ly " a n d " e v e r y w e e k . " the very s e r i o u s l y d i s t u r b e d c h i l d r e n n u m b e re d t h i r t y and three a t t h e end o f t h e p r o g r a m .

In in te n sity

i n th e b e g in n in g

The m i l d l y d i s t u r b e d c h i l d r e n v/ent

from twelve i n th e b e g i n n i n g t o f o r t y a t t h e e n d o f t h e p ro g ra m t o b e t t e r meet t h e i r n e ed s . When th e r e s u l t s o f t h e n e e d s c h a n g e s w e re o l a s s i f i e d i n t o t h r e e c a te g o rie s ( a . c h i l d r e n whose n e e d s w ere b e t t e r m e t , b . c h i l d r e n w hose needs were l e s s w e l l m e t, and c . c h i l d r e n w hose n e e d s d i d n o t c h a n g e ) , the fo llo w in g f i n d i n g s v/ere n o t e d w i t h r e s p e c t t o c h a n g e i n g ro u p stereo ty p e a t t i t u d e s and c h a n g e i n p e r s o n t o p e r s o n a t t i t u d e s : 3.

Of t h e c h i l d r e n whose n e e d s w e re b e t t e r m e t , a

6,30 i n d i c a t e d a p o s i t i v e c h ang e i n a t t i t u d e

v a lu e of

t o w a r d t h e N egro as a s o c i a l

group, s t a t i s t i c a l l y s i g n i f i c a n t a t t h e one p e r c e n t l e v e l .

On t h e p e r ­

son to p e rs o n l e v e l , c h i l d r e n whose n e e d s w e re b e t t e r m e t u t i l i z e d more than 92 p e r o e n t o f t h e i r o p p o r t u n i t i e s t o o h a n g e t h e i r s o c i a l a c c e p t a n c e ra tin g s o f th e Negro c h i l d r e n who w ere t h e i r c l a s s m a t e s .

A ls P , . c h i l d r e n

in t h i s c a t e g o r y o f n e e d s c h an g e m a i n t a i n e d t h e i r o r i g i n a l a o o e p t i n g a ttitu d e to w a rd t h e J e w i s h and C a t h o l i c g r o u p s , a n d a g a i n more t h a n 92 per cent o f th e o p p o r t u n i t i e s t o c h a n g e s o c i a l a c c e p t a n c e r a t i n g s o f Jewish and C a t h o l i c c h i l d r e n v/ere g a i n s .

-137-

4. c a lly

F o r th o se o h ild r e n whose needs were l e s s w e ll m e t, s t a t i s t i ­

s i g n i f i c a n t in o re a s e s i n p r e ju d ic e v/ere record ed toward th e Negro

group.

On t h e person to person l e v e l c h i l d r e n whose em otional needs

w e r e l e s s v / e l l met p re se n te d a d i f f e r e n t p io tu r e of ohange i n a t t i t u d e t o w a r d N e g r o e s th a n those whose needs were b e t t e r m et.

The o h i l d r e n

w h o se n e e d s ware l e s s w e ll met made few er g a in s and r e f l e c t e d more l o s s e s i n t e r m s o f o p p o r t u n i t i e s to a o c e p t and r e j e o t Negro o h i l d r e n . I n o h a n g e of s o o ia l a cc e p tan c e r a t i n g s toward J ew ish and C a t h o l i c c h i l d r e n , g a i n s were re c o rd e d .

Those c h i l d r e n whose needs were l e s s

w e l l m e t u s e d 80.5 per c e n t and 90.5 p e r c e n t of t h e i r chances t o g a i n i n a c c e p t a n c e of Jew ish and C a t h o lic o h i l d r e n . 5.

T h o se c h i l d r e n whose em o tio n a l needs d id n o t change a l s o d id

n o t c h a n g e i n t h e i r a t t i t u d e s toward th e th r e e m in o r ity g ro up s.

From t h e s e fin d in g s i t i s p o s s ib le to draw a number o f c o n c l u s i o n s . T h e s e c o n c l u s i o n s and some i m p l i c a t i o n s of the fin d in g s as w ell a re p r e s e n t e d i n th e c h a p te r to fo llo w .

CHAPTER V I I I CONCLUSIONS AND IMPLICATIONS OF THE STUDY C o n c lu s io n s The c e n t r a l p u r p o s e o f t h e s t u d y w as t o ex am in e r e l a t i o n s h i p s b e ­ tw een c h an g e s i n a t t i t u d e s

o f p r e j u d i c e to w a r d N egro p e o p l e , J e w i s h

p e o p l e , and C a t h o l i o p e o p le a s m i n o r i t y g r o u p s a n d a s m i n o r i t y g r o u p i n d i v i d u a l s , and c h a n g e s i n e m o t i o n a l n e e d s .

A num ber o f c o n c l u s i o n s

c an be drawn fro m t h e f i n d i n g s o f t h e s t u d y : 1.

F i r s t , i t i s very c l e a r t h a t a s t r o n g ,

p o sitiv e r e la tio n s h ip

e x i s t s b e tw e e n c h a n g e s i n e m o t i o n a l n e e d s a n d c h a n g e s i n a t t i t u d e s p r e j u d i c e to w a rd t h e N egro p e o p le a s a s o c i a l g r o u p .

of

C h i l d r e n w hose

e m o tio n a l n e e d s w e re b e t t e r m et d e c r e a s e d t h e i r p r e j u d i c i a l a t t i t u d e s tow ard t h i s m i n o r i t y g r o u p o r m a i n t a i n e d a h i g h l e v e l o f a c c e p t a n c e . Those c h i l d r e n whose n e e d s w ere l e s s w e l l m e t became s i g n i f i c a n t l y more p r e j u d i c e d to w a r d t h e Negro g r o u p , o r r e t a i n e d a t t i t u d e s o f p re ju d ic e .

F i n a l l y , t h o s e c h i l d r e n w hose e m o t i o n a l n e e d s d i d n o t

change a l s o d i d n o t c h a n g e t h e i r a t t i t u d e s g ro u p .

I t would seem t h e n t h a t t h e

to w a r d t h e N egro a s a s o c i a l

p s y c h o l o g i c a l t h e o r y w h ic h s u g g e s t s

th a t c h ild re n w ith f r u s t r a t e d e m o tio n a l needs p r o je c t t h e i r f r u s t r a ­ t i o n s on o t h e r s seem s t o h o l d f o r a t t i t u d e s

to w a r d N eg ro es as a g r o u p .

With r e s p e o t t o t h e p e r s o n a l a c c e p t a n c e o r r e j e c t i o n o f i n d i v i d u a l Negro c h i l d r e n i n t h e i r o l a s s r o o m s , t h e f i n d i n g s a r e a p p r o x i m a t e l y t h e

-

sam e.

139-

Those o h i l d r e n whose em o tio n a l needs were b e t t e r met a c c e p t e d

N egro o h ild re n h ig h ly .

Those o h i l d r e n whose needs were l e s s w e l l m e t

s e e m e d t o r e j e c t Negro o h i l d r e n more o f te n th a n o h i l d r e n whose n e e d s v/e re b e t t e r m et.

On a perso n to p e rso n b a s i s t h e r e f o r e th e same u n d e r ­

l y i n g th e o ry i s su p p o rte d t h a t o h i l d r e n w ith f r u s t r a t e d needs t e n d t o p r o j e c t those f r u s t r a t i o n s on Negro i n d i v i d u a l s who are c l a s s m a t e s . On bo th th e perso n to person and on th e s o c i a l group b a s i s t h e e v i d e n c e i s c o n s i s t e n t and s u p p o rts th e g e n e r a l th e o ry a s s t a t e d . 2.

A t t i t u d e s toward J e w is h people as a s o c i a l group and a s i n ­

d i v i d u a l c la s s m a t e s . T h ere are some s i m i l a r i t i e s and some d i f f e r e n o e s betw een t h e f i n d ­ in g s

on a t t i t u d e s toward J e w is h people and a t t i t u d e s toward N e g ro p e o p l e .

As w as the c ase w ith Negro p e o p le , o h i l d r e n whose needs were b e t t e r m e t t e n d e d t o r e t a i n a t t i t u d e s of a c c e p ta n c e toward J e w is h pdople o r t o b e ­ come l e s s p r e ju d ic e d th a n b e f o r e .

There i s a r e v e r s a l , h o w e v e r, w hen

c o n s i d e r a t i o n i s g iv e n t o th ose c h i l d r e n whose em o tio n a l n e ed s w e r e l e s s w e l l m e t.

I n s te a d o f becoming more p r e ju d ic e d (as was th e c a s e w i t h N e g r o

p e o p l e ) , th e s e c h i l d r e n made no changes i n t h e i r o r i g i n a l p o s i t i o n o f a c c e p t a n c e of J ew ish people as a g ro u p .

Those c h i l d r e n whose n e e d s d i d

n o t change d id n o t i n d i o a t e any s i g n i f i c a n t change i n t h e i r a t t i t u d e

to ­

w a r d J e w is h people as a s o c i a l g ro u p . On the p erso n t o perso n l e v e l , c h i l d r e n whose em o tio n a l n e e d s w e r e b e t t e r met r e f l e o t e d g a in s o f 93 p e r c e n t o f th e a v a i l a b l e

o ppor­

t u n i t i e s t o in o r e a s e s o o i a l a cc e p ta n c e of c la s s m a te s who were J e w i s h . T h o s e c h i l d r e n whose needs were l e s s w e ll met however, r e f l e c t e d t h e f

-1 4 0 -

same i n c o n s i s t e n c y t h a t was r e p o r t e d i n a t t i t u d e s to w a rd J e w i s h p e o p le as a s o c i a l g ro u p .

T h ose c h i l d r e n w i t h n e e d s l e s s w e l l m e t u t i l i z e d

80 p e r c e n t o f t h e a v a i l a b l e o p p o r t u n i t i e s t o im p ro v e t h e i r s o o i a l a c o e p ta n o e o f J e w i s h i n d i v i d u a l s i n t h e i r o l a s s e s . B oth on a s o c i a l g r o u p b a s i s a n d on a p e r s o n t o p e r s o n b a s i s t h e h y p o t h e s i s i s b o t h s u p p o r t e d a n d d e n i e d : C h i l d r e n whose n e e d s v/ere b e t t e r met im p ro v ed i n t h e i r a c c e p t a n c e o f J e w i s h p e o p le a s a g r o u p and a s i n ­ d i v i d u a l s ; c h i l d r e n whose n e e d s w e re l e s s w e l l met im p ro v e d a l s o e v e n th o u g h t h i s im p rov em en t was l e s s s i g n i f i c a n t and e v e n t h o u g h s p e c i f i c l o s s e s i n s o c i a l a c c e p t a b i l i t y w e re h i g h e r . 3.

A t t i t u d e s to w a rd C a t h o l i c p e o p l e as a s o c i a l ' g r o u p and a s i n ­

d iv id u a l c la ssm a te s. An a lm o s t p a r a l l e l s i t u a t i o n e x i s t s b e tw e e n t h e a t t i t u d e s to w a r d C a t h o l i c i n d i v i d u a l s and t h e C a t h o l i c g r o u p as e x i s t e d to w a r d t h e J e w i s h g rou p and i n d i v i d u a l J e w i s h c h i l d r e n .

Those o h i l d r e n whose n e e d s w ere

b e t t e r met t e n d e d t o r e t a i n a t t i t u d e s o f a c o e p t a n o e to w a rd t h e C a t h o l i c g rou p o r t o become l e s s

p re ju d ic e d th a n b e fo re .

T hose o h i l d r e n whose

e m o tio n a l n e e d s w ere l e s s v / e l l m e t made no c h a n g e s from t h e i r o r i g i n a l p o s itio n of a c c e p ta n c e .

T ho se c h i l d r e n whose n e e d s d i d n o t c h an g e a l s o

d i d n o t ohange t h e i r a t t i t u d e s

of p re ju d io e .

On th e p e r s o n t o p e r s o n l e v e l o f a c c e p t a n c e and r e j e c t i o n c h i l d r e n whose e m o t i o n a l n e e d s w e re b e t t e r m e t r e f l e o t e d g a i n s o f m ore t h a n 92 p e r c e n t o f t h e a v a i l a b l e o p p o r t u n i t i e s t o c h ang e i n t h e i r a t t i t u d e s t o ­ ward C a t h o l i c c h i l d r e n .

T hose c h i l d r e n whose n e ed s were l e s s w e l l m et

a g a in r e f l e c t e d th e i n c o n s i s te n c y r e p o r te d above.

T h ese c h i l d r e n r e ­

c o rd e d g a i n s o f more t h a n 80 p e r c e n t o f t h e a v a i l a b l e o p p o r t u n i t i e s t o im prove t h e i r s o c i a l a c c e p t a n c e o f t h e i r C a t h o l i c c l a s s m a t e s .

-141-

Onoe a g a in th e h y p o th e s is i s su p p o rte d and d e n i e d ; o h i l d r e n w ho se n eed s v/ere b e t t e r met improved i n t h e i r acoeptanoe o f C a t h o l i c

c h ild re n

and the C a th o lic group; th o se v/hose needs were l e s s w e l l m e t i m p r o v e d a l s o i n t h e i r acoeptanoe of C a t h o lic s as i n d i v i d u a l s a n d a s a g r o u p .

F i n a l l y , i t should be p o in te d out t h a t th e s e f i n d i n g s r e f l e o t e d a d e c l i n i n g tr e n d i n the o r d e r o f s o o i a l and p e rs o n a l a c c e p t a n c e o f N e g ro p e o p le , Jew is h p e o p le , and C a t h o lic p e o p le ,

F o r n o n -N e g ro o h i l d r e n

whose needs were b e t t e r met th e th e o ry was b e s t s u p p o r t e d t h a t f r u s t r a t e d n eeds te n d t o be p r o je c te d on m in o rity groups b o th a s s o o i a l g r o u p s a n d a s i n d i v i d u a l o la s s m a te s and a s a p p lie d to N egroes.

M o reo v er, th o s e n on-

Negro c h i l d r e n whose needs w ere b e t t e r met made th e m o s t s i g n i f i c a n t changes i n a t t i t u d e toward Negroes as a group and as i n d i v i d u a l o l a s s m a t e s . With r e s p e c t to th e a t t i t u d e s of no n -Jew ish p u p i l s t o w a r d J e w i s h people as a group and i n d i v i d u a l Je w is h o h i l d r e n th e c h a n g e s w e r e l e s s o l e a r and the u n d e r ly in g th e o ry was i n p a r t d e n ie d .

R e la tiv e

i n a t t i t u d e toward Negroes t h e r e was a low er p e r c e n ta g e J e w is h p u p ils i n t h e i r a t t i t u d e s toward Jew s.

to change

o f g a i n by n o n -

The t r e n d w as s t i l l

h ig h i n th e changes made by p u p ils whose needs were b e t t e r m e t .

very

The

t r e n d was r e v e r s e d , however, because even th o s e n o n - J e w i s h c h i l d r e n w h o se needs w ere l e s s w ell met improved s i g n i f i c a n t l y t h e i r a t t i t u d e s

of

a c c e p ta n c e toward J e w is h people as a group and as i n d i v i d u a l c l a s s m a t e s . What has been s a i d ab o u t th e a t t i t u d e s toward J e w i s h p e o p l e c o n t i n u e s t o hold t o a l e s s marked d e g re e w ith re g a rd t o a t t i t u d e s t o w a r d C a t h o l i c c h i l d r e n when e x p re sse d by n o n - C a t h o l i c s .

The o h i l d r e n w hose n e e d s w e re

b e t t e r met c o n tin u e d , t h e i r a c c e p t a n c e a nd i t was r e l a t i v e l y th e h i g h e s t acc e p tan c e .

The l o s s e s h e r e w e re l e a s t and t h e n um ber o f c h i l d r e n whose

a t t i t u d e s im p ro v ed w hen t h e i r e m o t i o n a l n e e d s w ere l e s s w e l l met was th e g r e a t e s t o f th e s e th r e e m in o rity g ro u p s. Among th e t h r e e m i n o r i t y g ro u p s t h e change i n a t t i t u d e s tow ard N egroes i s d e f i n i t e a nd c l e a r a n d s u p p o r t s th e h y p o t h e s i s . i n a t t i t u d e s to w a rd J e w i s h p e o p l e a nd C a t h o l i c

The change

p e o p le i s l e s s w e l l marked

and seems t o be o f a v e r y d i f f e r e n t p a t t e r n so f a r a s c o r r e l a t i o n w i t h c h an g e s i n e m o t i o n a l n e e d s i s

concerned.

The e v i d e n c e w ould s u g g e s t

t h a t in c re a s e d fre q u e n c y and i n c r e a s e d i n t e n s i t y i n p r e j u d i c i a l a t t i ­ tu d e s i s n o t a c o o m p a n ie d w i t h i n c r e a s e d f r e q u e n c y a n d i n c r e a s e d i n t e n s i t y o f e m o tio n a l n e e d s w i t h r e g a r d t o Jew s and C a t h o l i c s .

T here i s a s tro n g

b a s i s f o r b e l i e v i n g t h a t h e l p i n g t o b e t t e r m e e t t h e e m o t i o n a l n eed s o f c h i l d r e n w i l l r e s u l t i n g r e a t e r a c c e p t a n c e o f N e g ro e s a s a s o o i a l group and a s c l a s s m a t e s .

I n t e r m s o f t h i s i n v e s t i g a t i o n i t seem s a l s o t o be

t r u e t h a t an i n c r e a s e i n e m o t i o n a l n e e d s may be a c c o m p a n ie d by an i n ­ c r e a s e i n f a v o r a b l e a t t i t u d e s to w a r d Jew s and C a t h o l i c s .

T h e re i s h e re

a r e a l c o n t r a d i c t i o n and t h e s t r o n g e s t m o t i v a t i o n f o r f u r t h e r s tu d y o f th e pro b lem . Im p lica tio n s G iv e n t h i s v e r y s t r o n g , p o s i t i v e c o r r e l a t i o n b e tw e e n c han ges i n s t a t u s o f e m o t i o n a l n e e d s a nd c h a n g e s i n s t a t u s o f a t t i t u d e s tow ard m in o rity g ro u p s, th e r e a re im p l i c a t i o n s of g r e a t im p o rta n c e to te a c h e r e d u c a tio n a t th e i n - s e r v i c e

and p r e - s e r v i c e l e v e l .

143-

By and l a r g e t e a c h e r e d u c a tio n i n s t i t u t i o n s a r e p ro v in g th e q u a l i t y o f s o o i a l l i v i n g .

d e d ic a te d

to

im ­

I f they a r e t o t a k e s e r i o u s l y

t h i s t a s k , th e r e s u l t s h e re would s u g g e s t g r e a t e r e m p h a s i s o n t e c h n i q u e s f o r i d e n t i f y i n g and m e e tin g e m otion al n e e d s . Because a l l o f th o s e who b e g in te a o h i n g i n a n y one y e a r make up suoh a s m a ll p e rc e n ta g e o f th o s e who t e a o h , i t i s

very n e c e s sa ry to

d e v e lo p methods o f i n - s e r v i c e t r a i n i n g f o r t h o s e now t e a c h i n g .

The

s e r i o u s n e s s and im p o rta n c e o f problems r e l a t i n g t o i n t e r g r o u p l i f e would s u g g e s t t h a t i n - s e r v i o e t r a i n i n g programs s h o u l d be d o n e o n a n a tio n w id e b a s i s .

L e a d e r s h ip t o i n i t i a t e th e p r o g r a m m i g h t v e r y w e l l

come from th e U n ite d S t a t e s O ffic e of E d u c a t i o n .

The w o rk i t s e l f

sh ou ld come from s c h o o ls and t e a c h e r t r a i n i n g i n s t i t u t i o n s

i n e a c h geo­

g ra p h ic al lo c a tio n . The p r e - s o h o o l e d u c a tio n c o u ld be c o n c e n t r a t e d te n s e c o u r s e s g iv e n a s p a r t of th e t r a i n i n g p r o g r a m , emphasis d i s t r i b u t e d th ro u g h o u t th e e n t i r e t r a i n i n g

on a s e r i e s

of in ­

o r i t c o u l d be an p e rio d .

I t se e m s

c l e a r l y u n d e rs to o d t h a t , however done, th e e m p h a s is s h o u l d be on c a r e ­ f u l t r a i n i n g i n th e s p e c i f i c s o f i d e n t i f y i n g e m o t i o n a l n e e d s a n d i n mea­ s u r e s b e s t a d a p te d to b e t t e r meet n e e d s .

Many programs of i n t e r c u l t u r a l e d u c a tio n c o n s i s t o f t h e s o - o a l l e d d i r e c t a t t a c k : T eaohers s tu d y custom s and f o lk w a y s , t h e y s t u d y d a n c e s , and songs o f o t h e r s . a lik e .

O h ild re n th e n a r e u r g e d t o

th e d ress,

t r e a t a l l humans

T h is i s an a tte m p t to change by e x h o r t a t i o n a n d by i n t r o d u c i n g

f a c t s a b ou t th e l i f e and oustoms o f o t h e r p e o p l e .

-1 4 4 -

I n t h e p r e s e n t s t u d y m e e t in g e m o tio n a l n e e d s i s a more d i r e c t r o u t e t o t h e g o a l e v e n w h i l e some may t h i n k o f t h i s as a n " i n d i r e c t " m e th o d .

The i m p l i c a t i o n s o f t h i s method a r e d e a r :

Where t e a c h e r s have

b e e n s u c c e s s f u l i n m e e t i n g n e e d s , t h e r e p r e j u d i c e seems t o d e c r e a s e .

S c h o o l s c a n become i m p o r t a n t f a c t o r s i n t h e w a r a g a i n s t p r e j u d i c e . When t e a c h e r s e v e r y w h e re c a n a p p ly t e c h n i q u e s f o r b e t t e r m e e tin g n e e d s , a n t i - g r o u p f e e l i n g s w i l l be d e c r e a s e d .

A l s o , i n d i v i d u a l s who a re members

o f m i n o r i t y g ro u p s w i l l be a b l e t o e n jo y h i g h e r and h i g h e r l e v e l s of s o c i a l a c c e p t a n c e fro m t h e i r p e e r s as t e c h n i q u e s a r e a p p l i e d w hich w i l l h e l p c h i l d r e n t o be b e t t e r a d j u s t e d e m o t i o n a l l y . The i n c o n s i s t e n c i e s i n th e f i n d i n g s s u g g e s t t h a t t h e r e a r e o t h e r f a c t o r s t h a n e m o t i o n a l n e e d s w hioh m ig h t h e l p t o e x p l a i n th e d i f f e r e n c e i n a t t i t u d e s h e l d to w a rd N e g r o e s , J e w s , and C a t h o l i c s by e m o tio n a lly fru stra te d in d iv id u a ls.

I t i s p o s s i b l e t h a t t h e i r a t t i t u d e s a re l e s s

r e l a t e d t o t h e i r own e m o t i o n a l n e e d s t h a n th e y a r e t o s o c i a l p r e s s u r e s o r t o t r a d i t i o n o p e r a t i n g i n t h e i r home a nd f a m i l y l i f e , i n t h e i r sohool l i f e , and i n t h e i r o u t o f s c h o o l l i f e i n

g e n e ra l.

F u t u r e s t u d i e s sh o u ld

i n c l u d e p o s s i b i l i t i e s o f s t u d y i n g f a c t o r s o t h e r t h a n n e e d s w hich seem to be c l o s e l y r e l a t e d t o p r e j u d i c i a l a t t i t u d e s .

BIBLIOGRAPHY American C o u n c i l on E d u c a tio n , H e l p i n g T e a c h e r s U n d e r s t a n d . C h i l d r e n . W ashington: A m erican C o u n c i l o n E d u c a t i o n , 1945, p p .x v / 468. A l l p o r t , G.W. , ABC's o f S c a p e g o a t i n g . C e n t r a l YMCA C o lle g e , p p . 72.

C h ic a g o ,

Illin o is:

Baruoh, D orothy W., "H elping C h i l d r e n U n d e r s t a n d Why They Behave a s They Do." C hildhood E d u c a t i o n , XXI ( D e ce m b e r, 1944 ) , pp. 148-155. B e t te lh e im , B . , and J a n o w itz , M ., The D y n a m ic s o f P r e j u d i c e . New Y o rk : H arp er and B r o t h e r s , 1 9 5 0 , p p . x i x T " 2 2 7 . B ogardus, E . S . , " S o c ia l D is ta n c e a n d I t s o f A p p lie d S o c io lo g y , IX ( 1 9 2 5 ) .

O rig in s .* ' J o u rn a l

B o lto n , E .B . , " E f f e c t of Knowledge U pon A t t i t u d e s T o w a rd th e N e g ro ." J o u r n a l o f S o c i a l P s y c h o l o g y , VI ( 1 9 3 5 ) , pp. 6 8 -9 0 . Brameld, T h e o d o re , M in o rity P rob lem s i n th e P u b l i c New Y o rk : H a rp er B r o t h e r s , 1 9 4 6 , p p . i x / 2 6 4 .

S c h o o ls.

B u r r e l l , Anna P . , F a c i l i t a t i n g L e a r n i n g T h r o u g h a n E m p h a s is on M eetin g C h i l d r e n 's B asic E m o t i o n a l N e e d s . U n p u b lis h e d D o c to r a l D i s s e r t a t i o n , New Y o rk : New Y o r k U n i v e r s i t y , 1949, pp. v / 588. C h a r t e r s , W.W., "D eveloping A t t i t u d e s o f C h i l d r e n . " E d u o a t i o n , 55 (1 9 3 3 ), pp. 3 5 3 - 3 5 7 . C la r k , W.W. , "Measurement o f S o c i a l A t t i t u d e s . " A p p lie d Sooiology , V III (1 9 2 4 ) , p p . 3 4 5 - 3 5 4 .

Jo u rn al of

J o u r n a l of

D o lla r d , J o h n , and o t h e r s , F r u s t r a t i o n a n d A g g r e s s i o n . Yale U n i v e r s i t y P r e s s , 1939, p p . 2 0 9 . Dunbar, E l a n d e r s , Psychosom atic D i a g n o s i s . 1948, p p . i x i / 741.

Nev/ Haven;

New Y o r k ; H o eb er,

, Mind and Body: P s y c h o s o m a t i c M e d i c i n e . New York; Random House, 19 47 , pp. i x / 2 6 3 .

RandomHouse,

, Your C h ild *s Mind a n d Body .Nev/ 1949, pp. x iv / 3 2 4 .

Y o rk ;

146*

___________________ , E m otjons and B o d i l y C h a n g e s. New York: C o lu m b ia U n i v e r s i t y P r e s s , 1 9 4 6 , pp. i i x / 6 0 4 . E n g l i s h , 0 . S p u r g e o n , and P e a r s o n , G e r a l d , E m o tio n al Problems o f L i v i n g . New Y ork: W .W .N orton, 1 9 45 , p p . 438. F e y e r e i s e n , K a t h r y n , Im p ro v in g L e a r n i n g Through An Emphasis on Human R e l a t i o n s . U n p u b lis h e d D o c to r a l D i s s e r t a t i o n , C o lu m b u s, O h io : Ohio S t a t e U n i v e r s i t y , 1947. F i n e b e r g , S . A n d h i l , P u n is h m e n t W i th o u t C rim e. and Company, 1 9 4 9 , pp x i i / 3 3 7 .

New York: Doubleday

F r a n k , L a w re n ce K ., S o c ie ty a s t h e P a t i e n t . New B runsw ick, New J e r s e y : R u tg e r s U n i v e r s i t y P r e s s ,1 94 8, pp. x iv / 395. _____________________ , M e n ta l H y g i e n e ,

"The F u n d a m e n ta l Needs o f C h i l d r e n . " XXII ( J u l y ,1 9 3 8 ) pp. 35 2-379.

_____________________ , "The B a s ic N eeds o f C h i l d r e n . " M ental H e a lth i n t h e C l a s s r o o m . N a t i o n a l E d u c a t i o n A s s o c i a t i o n . D e p a r t­ m e n t o f S u p e r v i s o r s and D i r e c t o r s o f I n s t r u c t i o n , 1940, pp. 3 - 2 5 . , "Growth C o n c e p t and I t s Meaning f o r Educat i o n . " J o u r n a l N a t i o n a l E d u c a t i o n A s s o c i a t i o n , XXX ( O c t o b e r 1 9 4 1 ) , p . 194 . , P r o je c tiv e T e c h n iq u e s. C h a r l e s C . Thomas, 1 9 4 8 , p p . v i i / 86 .

S p rin g fie ld , I l l i n o i s ;

F u l t s , Anna C a r o l , Im p ro v in g L e a r n i n g R e l a t i o n s I n An I n - S e r v ic e T e a o h e r E d u o a t i o n P ro g ra m . Conway, A rk a n s a s : S t a t e T e a o h e r 's C o l le g e , 1948, pp. 241. G a r r e t t , H enry E . , S t a t i s t i c s i n P s y c h o lo g y and E d u c a t i o n . Nev/ Y o r k : Longmans, G re en a n d Company ,1 94 7, p p . x i i / 487. G o l d s t e i n , N . F . , The Roots o f P r e j u d i c e A g a in s t th e Negro i n t h e U n i t e d S t a t e s . B o s to n : B o s to n U n i v e r s i t y P r e s s , pp. i x / 213. H im m elhoch, J . , " P e r s o n a l i t y - P r e j u d i c e L i n k ." (M arch 4 , 1950) p . 1 4 0 .

S c ie n c e News L e t t e r

H o r o w i t z , E . , "The D evelopm ent o f A t t i t u d e s Toward th e N egro. 11 A r c h i v e s o f P s y c h o lo g y , 194~T 1936 ) .

-147-

______ , " R a c ia l A sp e c ts o f S e l f - I d e n t i f i c a t i o n i n N ursery S c h o o l C h i l d r e n . " J o u r n a l o f P s y c h o l o g y , 7 (1 9 3 9 ) pp 9 1-9 9 . Hymes, James L . , " I n t e r p r e t i n g C h i l d r e n ' s N e e d s . " C hildhood E d u c a tio n , 24 (O o to b e r,1 9 4 7 ) p p . 5 1 - 5 6 . '______ , L i s t e n T e a o h e r , T h e C h i l d r e n . S p e a k . New York Committee on Mental H ygiene o f t h e S t a t e C h a r i t i e s Aid A s s o c i a t i o n , 1949, pp. £ 4 . K a tz , M a r tin , "An H y p o th e sis on A n t i - N e g r o P r e j u d i c e . " J o u r n a l S o c i o l o g y , 53 (1947) p p . 1 0 0 - 1 0 4 . K e l i h e r , A lic e V ., L ife and G r o w t h . New Y o r k : D. A p p le to n C e n t u r y , 1938, pp. x / 2 4 5 . K i l p a t r i c k , William;, and Van T i l , W ., E d i t o r s , I n t e r o u l t u r a l A t t i t u d e s i n th e M aking. Nev/ Y o r k : H a r p e r B r o t h e r s , 1 947, p p. ix" / 2 4 6 . Lane, Howard A ., S h a l l C h i l d r e n , T o o , Be F r e e ? New York: A n ti D efam ation League ( A F r e e d o m P a m p h l e t ) . Lewin, K u rt, "E nvironm ental F o r c e s . " i n A H a n d b o o k o f C h ild P s y c h o lo g y , E d ite d by C . M u r c h i s o n . W o r c e s t e r , M a s s a c h u s e tts : C la rk U n iv ersity P r e s s ,1 9 3 3 , p p . 5 9 0 - 6 2 5 . L i c h t e n s t e i n , A ., Can A t t i t u d e s Be T a u g h t ? J o h n s Hopkins P r e s s , 1 9 3 4 , i x / 8 9 .

B a l t i m o r e , M aryland:

L i k e r t , R ., "A Technique f o r t h e M e a s u r e m e n t o f A t t i t u d e s . " A rc h iv e s o f P s y c h o lo g y , 1 4 0 ( 1 9 3 2 ) p p . 5 5 . L in d q u is t, E . F . , S t a t i s t i c a l A n a l y s i s i n E d u o a t i o n a l R esearch. New York; H ou gh ton -M ifflin Company ,1 9 4 0 , pp x i / 266. M acD ougall, W illia m , An I n t r o d u c t i o n t o S o c i a l P s y c h o lo g y . B o sto n , M a s s a c h u s e tts : J .W . L u c e a n d C o m p a n y , 1 92 6 , pp. v i i / 516. McLendon, I . R . , An I n v e s t i g a t i o n o f F a c t o r s A s s o c i a t e d w ith th e S o c i a l Aooeptanoe o f C h i l d r e n i n t h e I n t e r m e d i a t e Grades of H a m ilto n , O hio. U n p u b lis h e d D o c t o r a l D i s s e r t a t i o n . Ohio S t a t e U n i v e r s i t y , pp x i i / 2 8 6 . M o f f i t t , C ., "A n a ly s is of R ac e P r e j u d i c e . " E d u c a t i o n a l A dm inist r a t i o n and S u p e r v i s i o n , 1 8 ( 1 9 3 2 ) p p . 6 4 1 - 6 4 8 . M urohison, C a r l, A Handbook o f S o c i a l P s y c h o lo g y . W orcester, M assach u setts; Clark U n i v e r s i t y P r e s s , 1 9 3 5 , pp x i i / 1195.

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Murphy , G. , and o t h e r s , E x p e r i m e n t a l S o c i a l P s y c h o lo g y . New York: H a r p e r B r o t h e r s , 1 9 3 7 , p p . 1121. M u rp h y , L o i s B . , and L a d d , H e n ry , E m o tio n al F a c t o r s i n L e a r n i n g . New Y o rk ; C olum bia U n i v e r s i t y P r e s s , 1 9 4 4 , pp. 404. M u r r a y , Henry A . , " F a c t s Which S u p p o r t th e C oncept o f Needs o r D r i v e . " J o u r n a l o f P s y c h o lo g y , I I I (J a n u a ry ,1937) p p . 271 - 3 4 2 .--------------------------M u r r a y , H . A . , and o t h e r s , E x p l o r a t i o n s i n P e r s o n a l i t y . New York: O x f o r d U n i v e r s i t y P r e s s , 1 9 3 , pp. x iv f 761. N a t i o n a l E d u o a t i o n A s s o c i a t i o n , Americans A l l . W ashington; D e p a r t m e n t o f S u p e r v i s o r s and D i r e c t o r s o f I n s t r u c t i o n , N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 1 9 4 2 , p p . x / 385. P l a n t , Jam es S . , P e r s o n a l i t y and th e C u l t u r a l P a t t e r n . New Y o r k : Commonwealth F u n d ,1 9 3 7 , pp. x / 432, P r e s c o t t , D a n i e l A ., C h a ir m a n , Committee on th e R e l a t i o n o f E m o tio n s t o th e E d u c a t i v e F r o o e s s , Em otions and t h e E d u c a tiv e P r o c e s s . W a s h in g to n : A m erican C o u n c il on E d u c a t i o n , 1938, p p . x v i i i / 32 3 . Radlce , M. , and o t h e r s , S o c i a l P e r c e p t i o n s and A t t i t u d e s of C h i l d r e n . P u b l i s h e d a s a S e p a r a t e and i n G e n e tic Psychology M o n o g r a p h s , 1 9 4 9 , 4 0 , p p . 327 - 447. R a t h s , L o u i s E . , " I d e n t i f y i n g th e S o o i a l A c ceptan ce o f C h i l d r e n . " E d u c a t i o n a l R e s e a r c h B u l l e t i n . Ohio S t a t e U n i v e r s i t y P r e s s , XXXII (M arch 1 7 , 1 9 4 3 ^ __________________ , " E v id e n c e R e l a t i n g t o th e V a l i d i t y o f th e S o o i a l A c c e p ta n c e T e s t . " E d u c a t i o n a l R e s e a rc h B u l l e t i n , XXVI (S e p te m b e r 1 7 ,1 9 4 7 ) p p . 141 -146 and 1 6 7 -1 6 8 . __________________ , "A T e s t o f E m o tio n a l N e e d s ." E d u o a tio n a i R e s e a r c h B u l l e t i n , XXVI (J a n u a ry 1 5 ,1 9 4 7 ) p p . 1 4 -1 6 . R a t h s , L o u is E . , and M e t c a l f , L aw rence, " I d e n t i f y i n g Some Needs o f C h i l d r e n . " E d u o a t i o n a i R e s e a r c h B u l l e t i n . Ohio S t a t e U n i v e r s i t y P r e s s , XXIV (O c to b e r 1 7 , 1945) p p. 16 9 -1 7 7 . R a t h s , L o u is E . , and S c h w e i k e r t , E . J . , " S o c i a l A d ju stm ent W i t h i n I n t e r r a c i a l S c h o o l G ro u p s ." E d u c a t i o n a l R e s e a rc h B u l l e t i n , XXV ( A p r i l 1 0 , 1 9 4 6 ). S c h l o r f f , P . , E x p e r im e n t i n M o d i f i c a t i o n o f R a c ia l A t t i t u d e s i n S c h o o l C h i l d r e n . U n p u b lis h e d M a s t e r 's T h e s i s , New York U n i v e r s i t y S c h o o l o f E d u c a t i o n , 1930, p p . i i / 76.

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S c h re ib e r, J . , " U n d e rc u ttin g t h e F o u n d a tio n s of P re ju d ic e ." Survey (May ,1950) p p . 2 6 1 - 2 6 3 . S h e e r e r , E.T , , " A n a ly s is o f t h e R e l a t i o n s h i p Between A ccep tance and R espect f o r S e l f a n d A c c e p t a n c e a n d R e s p e c t f o r O th e rs i n Ten C ou n seling C a s e s . " J o u r n a l C o n s u l t i n g Psy ch olog y, 13 (June 1949) pp. 169 - 1 7 5 . “ — Snygg, D. , and Coombs, A.W. , I n d i v i d u a l B e h a v i o r . H arper B r o t h e r s , 1 9 4 9 , pp i x / 3 8 6 7 Tenenbaum, S . , Why Men H a te . p p . 368.

New York:

New Y o r k ; The B e e c h h u rs t P r e s s , 1 9 4 7 ,

T h u r s t o n e , L . L . , and Chave , E . V . , M e a s u r e m e n t o f A t t i t u d e s . C h i c a g p , I l l i n o i s : U n i v e r s i t y o f C h i o a g o P r e s s , 1 9 2 9 , pp. x i i ~ 7 96. T r a g e r , H elen, and Radke , M . , " E a r l y C h i l d h o o d A irs I t s V ie w s." R e p rin te d from E d u o a t i o n a i L e a d e r s h i p . V (O c to b e r, 1 94 7). _______________________________ , " G u i d a n c e f o r Human R e l a tio n E d u c a tio n ." R e p r i n t e d f r o m C h i l d h o o d E d u c a t i o n , ( J a n u a ry , 1 9 4 9 ). V ic k e r y , W., and Cole , S ,G . , I n t e r o u l t u r a l E d u o a tio n i n A m erican S c h o o ls . New York: H a r p e r a n d B r o t h e r s , 1943, pp. x v i l i 7 2 1 5 . W aelder, R o b e rt, The L i v i n g T h o u g h t s o f F r e u d . P h i l a d e l p h i a , P e n n s y lv a n ia : David McKay , 1 9 4 1 , p p 168 . W arner, W. Lloyd, and o t h e r s . Who S h a l l Be E d u c a te d ? New York; H arper and B r o t h e r s , 1 9 4 4 , p p x i i / 1 9 0 . W eiss, E. , and E n g l i s h , O . S . , F s y o h o s o m a t i o M e d ic in e . P h i l a d e l p h i a , P e n n s y lv a n ia : S a u n d e r s , 1 9 4 5 , p p . x i i i / 687. Young, A l b e r t a , " F u r t h e r i n g Good Human R e l a t i o n s h i p s . " A b s t r a c t s o f D o c to ra l D i s s e r t a t i o n s . O h io S t a t e U n i v e r s i t y , 1945 , p p . 5 5 . Z e l i g s , Rose, and H e n d r i c k s o n , G . , " R a c i a l A t t i t u d e s o f 200 S i x t h Grade C h i l d r e n . " S o c i o l o g y a n d S o c i a l R e s e a r c h , 18 (1933) pp. 26 - 36.

APPENDIX

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Form G-3 S 0 C I AL

T H E O H I O A C C E P T A N C E

SCALE

F o r th e I n t e r m e d i a t e G rades

'iv-uued by OHIO SCHOLARSHIP TG.'MS s o l l IVIUION o f ELEMENTARY SUPERVISION STAlb OF EDUCATION C0LUM0U3, OHIO P r e p a r e d by The E u c l i d E l e m e n t a r y T e a c h e r s ir . C o o p e r a t i o n w i t h The C ollege o f E d u c a t i o n , T h e O h io S t a t e U n i v e r s i t y DIRECTIONS: On a s e p a ra te s h e e t y o u wi 3.1 f i n d t h e name o f e v ery s t u d e n t i n y o u r c l a s s . We v a n t you t o j u t a n um ber i n f r o n t c f e v e r y name, The number y o u p u t down sh o u ld be th e number o f one o f t h e f o l l o w i n g p a r a g r a p h s . "My v e r y , very b e s t f r i e n d s j,"

I would 3.ike t o h a v e t h i s p e r s o n as one o f my v e r y , v e r y b e s t frie n d s, I w o u ld l i k e t o s p e n d a l o t o f tim e w i t h t h i s p e r ­ son and \;ou.ld e n j o y g o i n g p l a c e s w ith t h i s p e r s o n . I w o u ld t e l l some o f my t r o u b l e s a n d s e c r e t s t o t h i s p e r s o n a n d w o u ld do e v e r y t h i n g I c o u l d t o h e l p t h i s p e rs o n o u t o f t r o u b l e . I w i l l g i v e a ht/liTAF. ONE t o my v e r y , v e ry b e s t f r i e n d s . *- v< « « & « * I would e n j o y w o r k i n g a n d b e i n g w ith t h i s p e r s o n , I w o u ld i n v i t e t h i s p e r s o n t o a p a r t y , and would e n jo y g o i n g on p i c ­ n i c s w i t h t h i s p e r s o n a n d c u r f r i e n d s . I would l i k e t o t a l k and make a n d d o t h i n g s w i t h t h i s p a rs o n . I would l i k e t o work w i t h t h i s p e r s o n a n d I would l i k e t o be w i t h t h i s p e r s o n o f t e n , I w a n t t h i s p e r s o n t o be one o f my f r i e n d s . I w ill give a NUMBER TWO t o e v e r y p e r s o n who i s my f r i e n d .

"My o t h e r frie n d s ." 2

it

"Not f r i e n d s , b u t O kay.'1

3

I would b e w i l l i n g t o b e on a committee w ith t h i s p e r s o n o r t o be i n t h e seme c l u b . I t w o uld be a l l r i g h t f o r t h i s p e r s o n t o be on t h e same t e a m w i t h me o r t o l i v e i n my n e i g h b o r h o o d . I would be i n a p l a y w i t h t h i s p e rs o n , I would j u s t a s s o o n work w i t h t h i s p e r s o n i n s c h o o l . T h is p e rs o n i s n o t o n e o f my f r i e n d s , b u t I t h i n k t h i s p e rs o n i s a l l r i g h t . I w ill put a NUMBER THREE i n f r o n t o f t h e name o f ev ery p e r s o n I t h i n k is a ll r i g h t . «

"Don’t know them ."

"Don’t c a re f o r th e m ."

" D is l ik e them ."

#

«

tt

« tt

I do n o t know t h i s p e r s o n v e r y w e ll. Maybe I w ould l i k e t h i s p e rso n , maybe I w o u l d n ’ t . I d o n ’t know i f I would l i k e t o b e w ith t h i s p e r s o n , I w i l l p u t a NUMBER FOUR, i n f r o n t o f t h e name o f e v e i y p e r s o n I d o n ’ t know v e ry w e l l . % 4* * % » *- * I say " h e l l o ’’ w h e n e v e r I m e e t t h i s p e rs o n around s c h o o l o ron th e s t r e e t , b u t I d o n o t e n j o y being w ith t h i s p e r s o n . I might s p e n d some t i m e w i t h t h i s p e rso n i f I d i d n ' t h a v e a n y ­ t h i n g e l s e t o d o , b u t I w o u ld r a t h e r be w ith somebody e l s e . I d o n ' t c a r e f o r t h i s p e r s o n v e r y much. I w i l l g i v e a NUMBER FIVE t o p e o p l e I d o n ' t c a r e f o r v ery much. I speak t o t h i s p e r s o n o n l y when i t i s n e c e s s a r y . I d o n o t l i k e t o w o rk w i t h t h i s p e r s o n and would r a t h e r n o t t a l k t o t h i s p e r s o n . I w i l l g i v e a NUMBER SIX t o e v e i y p e r s o n I d o not l i k e .

-151 -

THE OHIO SOCIAL ACCEPTANCE SCAIE

For In te r m e d ia te G rades

DIRECTIONS FOR TEACHERS 1.

P r o v id e e a c h s tu d e n t v n t h a s h ^ e t o f paper on w hich i s l i s t e d th e name o f e v e r y s t u d e n t i n t h e c l a s s — OR — P ro v id e ea ch stu d e n t w ith a s h e e t o f lin ed p a p er a n d , a s you di.ctat.c_. n a v e th e s tu d e n ts w r i t e , i n an o r d e r ly column, the name o f e v e r y p e r so n i n t h e c l a s s .

2.

Then s a y : "When y o u h a v e d i f f i c u l t y in a r it h m e t ic I t r y t o h e lp y o u . I help y o u w it h y o u r w r i t i n g , w it h y o u r s p e l l i n g , w ith r e a d in g and many o th e r th in g s, I a l s o w ant t o h e lp y o u i n m aking f r i e n d s , in b e in g good com panions t o other p e o p l e . B u t t o do t h i s I m u st knttW how y o u f e e l about e v e r y boy and g i r l in t h i s room and how e a c h b o y and g i r l f e e l s ab ou t y o u . H ence, to d a y we are a s k ­ i n g y o u t o t e l l u s how y o u f e e l ab ou t th e o th e r boys and g i r l s i n t h i s room. A s so o n a s y o u h ave w r i t t e n how you f e e l about you r c la s s m a t e s , a l l your papers w i l l be s h u f f l e d s o no one w i l l know who f i l l e d o u t any c e r t a i n p a p er.

3.

" F i r s t , I w ant you t o p u t t h e number FOUR in f r o n t o f y o u r own name. Do that n ow . P u t a FOUR i n f r o n t o f y o u r own name. I f you a r e a g i r l , w r ite GIRL t h e t o p o f y o u r p a p e r . I f y o u a r e a b o y , w r ite BOY a t th e to p o f your paper,"

A.

P a u s e . T hen sa y : "I am now g o in g t o read th e f i r s t p a ra g ra p h . Read q u ie tly t o y o u r s e l f a s I r e a d a l o u d . I f you d o n ’ t know th e m eaning o f any word,ra ise y o u r h an d , and I w i l l t r y t o h e lp you t o u n derstan d th e w ord s."

5.

T e a c h e r r e a d s PARAGRAPH ONE.

A f t e r a s l i g h t pause she s a y s:

" I f t h a t f i t s any p e r s o n i n our room, put th e number ONE in f r o n t o f the nam e. Put th e number ONE i n f r o n t o f e v e r y name t h a t i t f i t s . ” 6.

P a u se f o r a m in u te o r tw o w h il e th e c h ild r e n a r e w r it in g . TWO and s a y a g a in :

Then read paragraph

" I f t h a t f i t s any p e r s o n i n our room, put th e number TWO in f r o n t o f the nam e. P u t th e number TWO in f r o n t o f e v e r y name t h a t i t f i t s . " P a u se w h ile s t u d e n t s a r e w r i t i n g . Then read th e n ex t paragraph and continue t h i s way u n t i l a l l p a r a g r a p h s h ave been r e a d , 7.

Have th e s t u d e n t s tu r n t h e i r p a p er s FACE DOWN, when th e y have f in is h e d th e ta sk . Remind th em , s e v e r a l t i m e s , t h a t th e r e sh ou ld be a number in f ront o f e v e r y ' r r me. G iv e them tim e t o r e a d t h e p a ra g ra p h s o v er a g a in t o th e m s e lv e s . H elp them out w h ere t h e y need h e l p i n i n t e r p r e t i n g words or p h r a s e s .

8.

When t h e p a p e r s h ave b e e n c o l l e c t e d , s h u f f l e them up i n f r o n t o f th e c l a s s , and e m p h a siz e v e r y much th e p o i n t t h a t you w i l l n o t know how anybody marked the p a p e r s ; t h a t nobody ca n e v e r f i n d out how th ey marked t h e i r p a p e r s .

TABULATING AND USING THE RESULTS: You h ave r e c e iv e d a CLASS SUMMARY SHEET f o r t h i s S o c ia l A c ce p ta n ce S c a le . On t h e b a c k o f t h a t s h e e t y o u w i l l f in d d i r e c t i o n s f o r t a b u la t in g and u sin g th e r e s u l t s , •

APPENDIX

-1 5 2 -

Experimental Form Elementary Edition

An Application to Education of

Zke Needs Zkeory

Almost every c h i l d meets or i s confronted with very ser io u s problems from time to time. Many children are emotionally secure and can meet them "head-on.* Many children have persons to whom they can turn for help when problems become intense. Some children, however, have discovered and now p ractice ways o f meeting problems th at we a d u lt s do not approve. The ch ild him self probably f e e l s that what he does i s the very b est way o f s a t i s f y i n g the p ressu re s th at come from withiA h im s e lf and from the o u tsid e . In f i l l i n g out the enclosed summary sheet, therefore, there i s no intention of la b e lin g a c h i l d as "bad. " The purpose i s to find out how he meets l i f e situations that are d i f f i c u l t for a ch ild to handle. We have f a ith that as we come to know these behaviors o f a ch ild we sh all be in a better p o sitio n to guide h is further growth and development.

-1 5 3 -

C o p y r i g h t 19V9

Louis E. Raths

For a d d i t i o n a l c o p i e s , w r i t e

to

Louis E. Raths 157 West 13th S t r e e t , New York 11, New York S i n g l e Copies - $. 50 Each 100 or More Copies - $. 25 Each

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YORK

-l^k-

EMOTIONAL NEEDS ANALYSIS Freud, Dollard and others have formulated what is commonly known as the "Frustration-Aggression" hypothesis. In short, this hypothesis te lls us that aggression follows frustration . A considerable bodyofdata tending to support this hypothesis has existed for some time, and, in c i­ d en tally , we daily see all around us behavior which we think is the result of fr u s tr a tio n . Building upon the Dollard hypothesis, we may go farther and say tliat there are three addi­ tional "gross" manifestations of behavior which are indicative of frustration. In many instances, when children are frequently, almost continually, submissive, we may find that some o f th eir emo­ tional needs are not being met. Likewise, when a child frequently tends to withdraw from the group, from contact with others, it suggests that some deep-seated emotional needs are not being met. In recent years, much research has been done in the field of Psychosomatic Medicine. The studies of Dunbar and others indicate that many symptoms of physical illness have emotional concomitants. This, then, is our fourth category of "gross" manifestations of behavior: that of Psychosomatic Symptoms of Illness. To sum up: we believe that general types of behaviors; i.e ., toms of Illness. Note we have not but rather that anyone who acts in

frustration of emotional needs tendsto show i t s e l f in four Aggression, Submission, Withdrawing, and Psychosomatic Symp­ stated that anyone who is frustrated acts in these four ways, these four ways may he frustrated.

In other words, these four types of behavioral symptoms indicate that emotional needs are probably not being met. We recognize this by these "gross" behaviors. Working with you, we want to find out how many children in your class act in any of these four ways:

AGGRESSIVE BEHAVIOR Teachers must be especially sensitive to the fact that any one of the following behaviors is not by i t s e l f indicative of aggression or of an unmet need. All children display aggression in some form or another and at various times. We are here trying to point up the behavior o f a ch ild who is more or less characteristically aggressive. We are looking for children who tend on many occasions and in various situations to show behaviors of the kind described below. We re a lize, of course, that some aggression is constructively channeled through the very work that we do. Some children have pent-up energy which they expend in ordinary games and sports, or in sc h o la stic competency and thus release this aggression in a way which is not harmful to other people or to property as such or to themselves. For our present purposes, attention must be fo­ cused on a rather consistent pattern of aggressive activities; on the child who more or le s s h abitually tends to engage in the acts which we are here calling aggressive. We should note again that where these acts seem to appear rather continually and with more than mild intensity, the teacher is immediately warned that perhaps some emotional needs are not being met. The be­ havior as such does not point to any single or particular need. The behavior is of a "gross" kind; i t merely serves to alert the sensitive teacher to the fact that children who behave in th is fashion are children who may be troubled inwardly. Some children reveal aggression in their language; in name-calling, swearing, loud y ellin g , domineering talk, talk of what they are going to do to some other people, statements indicating resentment toward authority: adults, "parents, ageinates, brothers and sisters, minority groups. "I don’ t like you," or "I hate you" are often expressions of rejection of others. We sometimes hear children talk of revenge for real or imagined hurts by others; "getting back at somebody. " Ofttimes we hear children bragging and making claims of su periority. The

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to p ic s that children ta lk about a re sometimes revealing: k i l l i n g , murder, mysteries, war, to r­ ture, and various other c r u e l t i e s . Aggression i s often revealed in the overt actions of c h ild ­ ren: some children push, p u l l , tug or w r e s tle , h it , sla p, punch or kick. Some throw things at oth ers. Sometimes they carry or brandish guns or knives or o th e r weapons. Aggression i s often d ir e c te d toward property, e.g. c u ttin g desks or w ritin g on them or breaking c h a irs or w riting on w a lls . A g g r e s s iv e children might even carry on what seems to be a planned program o f waste o f sch o o l p rop erty, t h e i r own property or the property o f others. Letting the a i r out of, or puncturing autom obile t i r e s is another form o f a g g re ssio n directed against pro­ perty. Some children s o i l or t e a r t h e i r own clo th in g or the c l o t h i n g o f others. The movements o f some aggressive c h ild r en might be described as quick, d e c i s i v e , jerky. Sometimes for no very obvious reason they tease other ch ild r e n or take things away from them or in other ways use people as scapegoats. Sometimes they show extreme cr u e lty to animals.

SUBMISSIVE BEHAVIOR Here again we want to warn the reader that no child would engage in a l l of the following be­ haviors. One or two or even th r e e o f these behaviors are not n e c e s s a r i l y ind icative of chronic subm issiveness. S tu d ies have shown th a t some children who have been a gg ressive in a s i t u a t i o n where they were fr u s tr a te d , have met a rather severe kind o f punishment and as a r e s u lt these children seem to have l o s t t h e i r backbone. They seem to have l i t t l e sense o f direction for them­ s e l v e s . They seem to be lo ok in g t o o th er people for su gg estion s as to what to do and when to do i t and where to do i t and when to sto p doing i t . I f we were to look a t the behavior indulged in by the c h ild who i s subm issive we are apt to find that he has an unusual preference for old and fa m ilia r things; he i s very tim id about tr y in g new things and i s extremely h esitan t in trying out new ideas. He i s o ft e n a fr a id to meet strange people and has se r io u s d i f f i c u l t y in making his own d e c is io n s or c h o ic e s . He r a r e l y p r o t e s t s when he i s pushed around and rarely f i g h t s back when picked on by oth er p eop le. He seems to be quite e a s i l y frig h te n e d . He y ie ld s to authority with l i t t l e h esita tio n or p r o t e s t and rarely, i f ever, d isagrees with group opinion. Quite often he l e t s you know that he f e e l s t h a t the other kids know much more and can do much b etter than he can. He requires c a r e fu l and s p e c i f i c d ir ectio n s very o fte n in order to direct his behavior. Often he i s a fra id to p la y rough games. Sometimes he c r ie s r a th e r e a s i l y and once in a while we have the youngster who whines a l o t . Amongst children he sometimes i s referred to as a "sissy" or a "goody-goody." He seems to be a f r a i d o f making m ista k es. His f e e l i n g s are often hurt. He d o esn 't engage in c o m p e titio n as a ru le and seems to show co n s id e r a b le dependence on other p e o p le . The su b m issiv e c h i l d i s very o f t e n unob trusive and undemanding. He is frequently i m i t a t i v e . He tends to take the path o f l e a s t re s is ta n c e . He seldom ventures to volunteer in c l a s s and i s very timid in r e p o r t i n g before groups. I f we turn for the moment to the things that other people are l i k e l y to do for and to the sub­ m is s iv e ch ild , we n o t i c e th a t he i s pushed q u ite freq u en tly by o th er people. The submissive c h i l d ’ s opinions are not o fte n s o l i c i t e d . I f he has q uestions to ask, o ften they are neglected or avoided or rejected. Sometimes he i s used as a scapegoat by some o f the more aggressive c h ild ­ ren. I t is not uncommon to fi n d t h a t the subm issive c h i l d i s not accepted by the group. The group often b e l i t t l e s h i s accomplishments i f he shows any. He i s c r i t i c i z e d a great deal and is sometimes picked on and teased by the others. I f any promises are made to a child o f th is so rt i t i s not uncommon to fin d the prom ises honored in the breach. Others tend to expect a l o t of obedience from him and a f t e r a w h ile one o f t e n hears other c h ild r e n nagging him or mimicking him or e x p lo it in g him e x c e s s i v e l y . I f we turn to the r e l a t i o n s th at he may have with other people, we find that the submissive c h i l d tends to have very few and sometimes no real companions. The subm issive child may try to win his way by f l a t t e r y , by toad ying to others, by manipulation o f people. He sometimes gets

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his way by wheedling, beggiijg or crying. As his submissive behavior co n tin u e s i t i s not uncommon to find that even the parents lose interest in the child and teachers tend not to know th a t he is in the room. Once in a while we find teachers and parents who are o v erin d u lgen t to th is c h ild ; who tend to baby him a great deal. I f we were to inquire into h is o u t - o f - s c h o o l b eh avior we might find that he does not sleep very well. In general adults wish th a t he had more gumption, more backbone, more self-direction, more spirit. Sometimes his talk r e f l e c t s a maturity which su g ­ gests that he is trying to relate himself to adult society nnd t h i s i s fr e q u e n t ly the outcome of not being able to make friends with his own agemates.

If we were to observe the submissive child for certain physical symptoms we probably would notice that he blushes easily and rather often. We might find that he b i t e s h is n a i l s o r su ck s his thumb or covers his mouth with h is hand when speaking. We might fin d some te n s e n e ss in the body, some rigidity when he is called upon to do something before the group We may s e e a c e r t a i n twitching of the fingers or a blinking of the eyes. We might s e e a c h i l d who does a l o t o f fiddling with his fingers or h is hands or his clothes. In a ll of th e s e ways we s e e e v id e n c e s of a child who has become submissive in his relationships to other p e o p l e - - h i s agemates and the adults in the immediate society.

WITHDRAWING TYPES OP BEHAVIOR There are some children who choose neither aggressiveness nor su b m issiven ess as ways o f ex­ pressing their frustration. Instead, they tend toward a s o lit a r y type o f behavior, to withdraw from society. These children tend to shun contact with their f e l l o w s . Here we have c h i l d r e n who very often play by themselves. They are not chosen by the group a s members o f com m ittees. They are not chosen to be on teams. They are not chosen to be in games with ch ild r en . Very o f t e n these children walk to school alone or walk home alone. When the s c h e d u le o f the sch o ol c a l l s for a period of recess, we often find children of the withdrawing type remaining in t h e i r s e a t s . Sometimes i f the condition in the school directs them to go outside they w i l l dawdle for a long time within the school. It will take them a long time to get their desks in shape before they can go out for recess. Or they might go to the t o i l e t and linger there f o r a w h ile and thus make i t impossible to have any kind of lengthy contact with other children on the playground. Sometimes these children take a seat in the classroom that isolates them from o t h e r s . Sometimes we s e e them hovering on the "fringe" of group a c tiv itie s but declining to p a r t i c i p a t e . Over and over again they seem to prefer spectator a ctiv ity rather than p a r t ic ip a t o r y a c t i v i t y .

Sometimes we find the withdrawing child engaging in a sp e c ia lty o f one kind or another; he or she w ill spend an enormous amount of time building model a i r p l a n e s o r drawing s c e n e s t h a t are complex and d iffic u lt, or in fashioning elaborate costumes for d o l l s . As he spends more and more time at such an activity that iso lates him from others, he is apt to develop s p e c i a l compe­ tence and s k il l s in the thing on which he is concentrating. It i s not uncommon to fin d te a c h e r s and parents too, who commend the ch ild so highly for this s p e c i a l t y th a t i t m o tiv a tes him to spend more time at the sk ill and he i s actually encouraged to stay away from the group more even than is his wont. In this same category should be included those c h ild r e n who want very much to belong to the group, but for some reason or other are rejected. They may be u n s k ille d and awkward; come from "the wrong families" or have disfigurations that are unseemly, e t c . , e t c . This t e n ­ dency of the child to be by himself, to prefer the association o f a d u lt s rather than h i s a g e ­ mates, to engage in a ctiv ity which in a quite natural way d ivorces him from o t h e r s , to be on the "fringe" of things and never in the center of them; to tend to r e s i s t the attempts o f some well-intentioned adults to get him to participate--all of these are behaviors that are symptomatic of a withdrawing type of child.

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OP ILLNESS

Some c h ild r e n , when f r u s t r a t e d , tend to brood and worry and to wind up having some kind o f p h y s ic a l impairment. These c h ild r e n are said to have psychosomatic i l l n e s s e s . I f we study c a r e f u l l y the work o f Flanders Dunbar and o f Alexander and Saul, we w ill find that these psy­ chosomatic d is o r d e r s are o f s e v e r a l kinds. In th is c l a s s i f i c a t i o n , we have children who have skin diseases: eczema, rashes, and other symptoms that seem to be associated with a l l e r g i e s . We have children who seem to show symptoms of cardiovascular disturbances. These children show signs o f extreme hyper-tension and o f p a lp ita tio n s a t times. We have children with a r t h r it is and forms o f rheumatism. In a kind o f m is c e lla n e o u s grouping we have ch ild ren with migraine headaches, with recurrent back or body p a in s, who have disturbances of the kidneys or bowels. We a lso may have stu d en ts in our s c h o o ls who r e f l e c t disturbances o f the respiratory tract. Some of them have recurrent a tta ck s o f bronchial asthma; some have throat ir r it a tio n s ; some of them have re­ curring a tta ck s o f hay fev er. In the g a s tr ic type we have people who develop ulcers or we have ch ildren who might come down with c o l i t i s o f one kind or another, or i t may be painful diarrhea with cramps and o f t e n there i s mucous in the evacuation. Sometimes children w ill instead show symptoms o f c o n s t i p a t i o n . In another group we may includ e those children with various speech d e fe c ts : those who s t u t t e r and stammer and those who l i s p . We must add a ls o those with t i c s of various kinds. Under t h i s general heading of psychosomatic disturbances, Flanders Dunbar a ls o in clu d es the idea o f " a c c i d e n t i t i s " - - t h e ch ild who i s an a ccid en t repeater. She includes also some tendencies toward tu b e r c u io s is and to cancerandhas some evidence to indicate that sugar d ia­ betes i s not unrelated to the fr u s tr a tio n of emotional needs. Children who have the various symp­ toms o f th is kind seem to be not i l l enough to be under a doctor’ s care in the home or in a hos­ p it a l; on the other hand they don’ t seem to be well enough r e a lly to get along with th eir age­ mates and to carry on the lea rn in g process. I t should be said again that, as a general rule, no c h ild has a large number o f th ese symptoms. Moreover, i t can be said o f every child that at one time or another some such symptoms as these are present in his behavior. Again we are trying to p ic tu re the c h i l d who has a more or l e s s chronic con d ition o f th is kind.

This b r i e f account i s an attempt to bring to the a t t e n t io n of the a le r t teacher those be­ haviors o f a c h i l d which are more or l e s s c h a r a c t e r is t ic . We want the teacher to be s e n s i t i v e to the ch ild who is a g g r e s s iv e , submissive, withdrawing, or who shows psychosomatic symptoms of i l l n e s s , i f th e s e tend to occur q u ite often in h is school l i f e . Here again we want to say that these behaviors are gross m an ifesta tio n s o f p ossib le unmet needs and as yet we have not s p ecified the needs which are not b eing met. These symptoms should be as an alarm to the teacher. They should su g g est to her that before t h i s ch ild can l i v e and grow something has to be done in the way of meeting fundamental emotional needs. Andwe b eliev e the f i r s t steps in this direction must be fo r you, the te a ch er, (1) to le a r n to reco g n iz e the symptoms, and (2) to id e n t ify those c h ild r e n who, by t h e i r d a i l y b eh avior su ggest th at th ese emotional needs have not been met.

I.

THE

NEED

F OR

BELONGING

Here we are d ea lin g with a c h i l d who f e e l s unwanted, neglected. He does not have as many f r ie n d s a s he w a n t s or he does n ot have fr ie n d s h ip s witli the people he wants as friend s. He f e e l s l e f t out, in some way r e j e c t e d , or f e e l s th at something i s wrong with himself. He needs to belong, to be a p a rt o f the group. What are some o f the symptoms o f th is type o f ch ild? Let us f i r s t look a t some deep d e s ir e to become a member never chosen for any committee" house" are e x p r e s s io n s ty p ic a l

of of or of

the things he says. In many d if f e r e n t ways he may express a a group. "Why can' t I belong to that club or gang?" or "I’ m "I wish somebody would ask me to go to the movies or someone’ s such a ch ild . We may hear him say: "Why are the kids always

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too busy to go places with me?" "No one ever calls me on the phone. " In a munber of other wuys this lonely child expresses wishes for more friends when he says he wishes he were not alone so often; he wishes there were more kids living near home, or that he liv e d in a d iffe r e n t neighborhood. It is not uncommon to hear him say "I wish my parents would l e t me bring other kids into the house and have a good time the way other families do, "or "I wish 1 had somebody to play with after school and on Saturdays." He may complain; "Every time I c a l l up other kids to go some place with me they’ re too busy or they have something else to do or they j u s t don’ t want to." He be­ gins to think that he must be different from others, and so we sometimes hear him say, "I wish the other kids didn’ t think I’ m different"; "I wisli they wouldn’ t c a l l me names and make fun of me"; "I wish I could play games well enough so that the other kids would want me on their team." Very oftenwehear the "sour grapes" kindof thing. Alone, deserted, rejected, this child says: "I don’ t want to belong anyway" or "I didn't want to do that anyhow" or "I don’ t care" or "I don’ t like those kids!" Have you heard these children say rather frequently: "They don’ L want me" or, plaintively, "I haven’ t any friends!" This consuming need for belonging shows up in the way a c h ild a cts, also. Rejected by the group over and over again, this child tends to remain on the "fringe" o f group activity; he often remains in his seat "preoccupied." He’ s the one who’ s "looking on" most of the time, hardly ever "in the middle of things"; he doesn’ t actively p a r tic ip a te . This i s the c h ild who comes to school alone; who lingers behind as the others walk home; or who is alone and perhaps last or first on the bus. He sometimes even crosses the street to avoid meeting other children. This child, tion of effort; spends a lot of woodwork, model

who may "day-dream" a lot of the time, may a ls o preoccupy himself with specializa­ lie works very hard to achieve high grades, he does a great deal of reading, time at a rather solitary hobby, or he develops s p ecia l s k i l l s , such as drawing, building, etc.

Sometimes this lonely child feels the need for belonging in such a way that he becomes ag­ gressive; he may try to force his way into the group. When the group does ask him to join in their work or play, he may defiantly reject the invitation. He may be continually coming to the front of the room. It is one of the strange characteristics of human r e la t io n s h ip s that where we have child­ ren with deep emotional needs, they are apt to have those needs deepened in their contacts with their fellows. In other words, the ordinary behavior in a group i s apt to make already sick children even more sick. Let us see what teachers and other adults are lik e ly to do to a child who has a need for belonging. At home there may be a tendency o f t e n to get the child "out of the w'ay. ’ He may be sent away to private schools or camps or to l i v e away from home; he may be told "When our company comes, you stay in your room" (and when ad ult guests stay he may be told to relinquish his bedroom). This child is very frequently l e f t home with a "baby sitter" while he knows his parents are at the movies, or his entire personal care may be l e f t to a housekeeper or maid. The teacher may send this child to the cloakroom; to the corridor; to the principal’ s office. She may put him at the "foot" of the line. Many o f her c r i t i c i s m s might be personal and public. This child has often been told by some adult: "You’ re always following me around" or "Can’ t you play by yourself some time?" It is very d ish earten ing for th is child to hear, so much of the time: "I dori’ t blame the kids for not liking you" or "You’ re not the type for that part. " Let us turn now to the possible feelings of the ch ild with a need for belonging. Of course, no one person can be sure of how another person feels, but in this section we are asking for your best guesses. You have seen this child and you have heard him and you have some understanding of him. bo you think his feelings could be expressed in any o f the following ways? He seems lonely, he feels almost deserted; he does not have the feeling that someone is his very best friend: he does not feel that he has someone in whom he can confide his secret worries

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and h i s concerns and perhaps h is s e c r e t ambitions; he f e e l s that he i s outside, l e f t out; has a g en e r a l f e e l i n g o f in s e c u r ity ; h is world i s threatened; he sen ses these things are known by adults and he f e e l s fu r t h e r d ep resse d . The f e e l i n g th at no one wants him may bring dem oralization. When p r a i s e d fo r what he does and what he says he f e e l s almost l i k e r e je c tin g the p raise; he wants to f e e l th at somebody would welcome him almost regardless o f any excellen ce that he might e x h i b i t ; he wants to f e e l th a t th ere i s some p lace he can turn where he can f e e l almost sure o f b eing welcomed; he wants above everything e l s e to relax; wants to be one with the others; would l i k e not always to be s t r e t c h i n g h im self to "get in" or make a good impression or to hold up his end; would l i k e to develop an atmosphere in which he could fe e l at ease rather than fe e l taut; f e e l s h e l p l e s s ; has a f e e l i n g o f decreased personal worth; f e e l s the oth er kids are q uite a l l righ t but he h i m s e l f must in some s tr a n g e way be d i f f e r e n t because he i s not being accepted; he i s " c r y i n g on the in sid e" ; he i s n ot needed; he i s unwanted. On your c l a s s summary sheet, which includes the names o f a l l your children, enter in column I the frequency and i n t e n s i t y with which the need for belonging i s manifested by the kinds o f be­ h a v io r s d escr ib ed above. Use the follow in g scale: INTENSITY

FREQUENCY

1 2 3 4 5 6

-

a b c d e f

every month or so every few weeks every week sev e r a l times weekly d a il y s e v e r a l times d a il y

I I .

THE

NEED

F OR

-

extremely mild symptoms on the mild side mild toward severe on the severe side ser io u s disturbance extremely serious disturbance

ACHI EVEMENT

Some c h ild r e n seem t o clamor for a t t e n t io n . They f e e l that they are overlooked, want more p r a i s e , more r e co g n itio n than they are receiv in g . This happens even when teachers believe they are g i v i n g unusual amounts o f time to th a t p a r tic u la r child. There i s here a deep need for achievement, f o r s u c c e s s f u l e f f o r t and for p r a i s e o f both e f f o r t and what was done. These symptoms seem to be p r e s e n t in c h ild r e n w ith t h i s emotional need: The c h i l d e x p r e s s e s the wish to "do something" or "do more" or "do i t better. " We some­ tim e s hear a c h i l d make excuses: "I could have done i t a l l righ t i f Mary hadn’ t bothered me" or "I co u ld do a l l those th in g s i f only I had some nice crayons and paper." He may p rotest "She a l ­ ways t e l l s ine I can’ t do it" or "I never g e t a chance to do anything around th is sch ool. " In v a r io u s ways, t h i s c h i l d l e t s us know that other people tr e a t him unjustly: "I wish people would n o t i c e the work I do," "I wish p eop le wouldn’ t scold me so much," "She’ s always picking on me" (meaning teach er); and g e n e r a lly he has occasio n to blame oth ers for h is failu res. The c h i l d with a deep need for achievement sometimes in d ic a t e s that he thinks other people are "smarter" or s u p e r io r to h im self. He wishes he could do work l i k e the others; he wishes he c o u ld do h i s own work w ith l e s s help from o th er s, "everybody e l s e does b etter than I do. " He b o a s ts o f the s u c c e s s o f various members o f h is family. He r i d i c u le s the work of others. He re­ v e a l s th a t he would l i k e more p raise; he says he wishes the teacher thought he was going to pass; he t r i e s t o b l u f f h is way out o f f a i l u r e s ; he p la c es d isp rop ortio n a te value on small a c h ie v e ­ ments and c a l l s a t t e n t i o n to each o f them. He rev eals a genuine d i s s a t i s f a c t i o n with h is own accomplishments: says he wishes he knew how to study better; he wishes he could play an in s t r u ­ ment and be in the school orchestra; he wishes he could play games better; he wishes he were im­ p roving in h i s school work; he wishes he could think o f the righ t things to say; he r a t io n a liz e s

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his failures; makes excuses; he boasts of things he used to do, e . g . , "I used to be on the honor r o l l . " He indicates an antagonism toward his environment: he complains about his tools; he com­ plains about his teacher; hecomplains about his school; he blames circumstnnces for his failures ; "I can’ t get it; i t ’ s too hard"; his work is uninteresting; lie is bored. This child is lik e ly also to say he is worried about an examination.

Children who are under the pressure of a need for achievement are apt to do things which indicate their emotional disturbance. Very often the ch ild i s l i k e ly to indicate a desire to shy away from any activity where his ability might be questioned. He avoids competitive situations; he cheats on examinations; he copies his homework. He a s s o c i a t e s with children several years younger or older than himself.

He may reveal a lack of ambition. There is no "will to learn." He is indecisive; he is lazy and indifferent; he refuses to recite. On the other hand, the ch ild with a need for achievement often has a dogged determination to learn. He works very long or very hard at all a ctiv itie s; he spends time doing things beyond his powers; he "doesn’ t know when to give up." Sometimes he reveals aggressive qualities toward people and things. He sabotages or destroys the work o f others; he tries to bluff his way.

We have said that an emotionally disturbed child is disturbed even more by what takes place in group situations. In other words, the aggressive ch ild often in vites retaliation when he needs therapy. Let us see what can happen to the c h ild who has a need for achievement. When he is aggressive toward his agemates, they react in lik e fashion. All the while he is suffering from lack of a sense of achievement, adults are lik e ly to make comparisons such as these: "John­ ny, why don't you get good grades like Tom does?" or, "Your papers are never as neat as the other children's," or "Look how nicely Ted always picks up his things. " Over and over again this child is told: "You never finish anything you start"; "Why do I always have to help you with your work?"; and the almost classic, "I’ m sure you can do b e t t e r than that." Instead of praise, this child receives commands such as "Stop day-dreaming and try to accomplish something" and, frequently, "Don’ t give up so easily." Parents and teachers a lik e often contribute tothe misery of the child with a need for achievement in other ways. "Picking on" or "nagging" the chi Id in the presence of others tends to exaggerate emotional i n s e c u r ity . Very often adults pay l i t t l e or no attention to the child’ s achievements, and the ch ild is seldom given a chance to show what he can do. We very often set goals whichare too high for the child, andthen com­ pare him with someone who "does much better work. " Sometimes teachers do not give these children enough help, so that they have l i t t l e chance to fe e l success, and on the other hand, many parents tend to keep such children so busy at home that they do not have any time for school work.

The child with a deep need for achievement may meet fru str a tio n at home, in the school and on the playground. It is possible that the fe e lin g s of a c h i l d may be revealing. No one person can be certain of just how another person f e e l s , but in t h i s s e c tio n we would like for you to make your best guesses. You have seen these children and you have heard them andyou have some understanding of them. Is it possible that some of these express their feelings?

The child with a need for achievement may fe e l that he cannot do the required work; that too much is being asked of him; that he should be able to but can't. He feels depressed by re­ peated failure; he feels poorly prepa'red, inferior in s k i l l , in achievement, or because of personal physique, or habits, or character traits. He f e e l s that h is agemates rate him low in ability; feels that he "could have done better," e t c ., and he is sometimes convinced that he will never amount to much.

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On your c l a s s summary s h e e t , which includes the names o f a l l your children, en ter in column II the frequency and i n t e n s i t y w ith which the need for achievement i s manifested by the kinds o f b eh av iors d escrib ed above. Use th e fo llo w in g scale: FREQUENCY

1 2 3 4 5 6

-

INTENSITY

a b c d e f

every month or so every few weeks every week sev e ra l times weekly d a ily several times d a i l y

I I I .

THE

NEED

FOR

-

extremely mild symptoms on the mild side mild toward severe on the severe side seriou s disturbance extremely serious disturbance

ECONOMI C

SECURITY

We do n o t equate economic s e c u r i t y w ith w ealth or p o s s e s s i o n s . In t h i s s e c t i o n we are t r y in g to i d e n t i f y children who are d istu rb ed or troubled because th e ir economic s i t u a t i o n (no mat­ t e r how good or how bad) i s u n c e r t a i n . The immediate future i s e i t h e r confusing or threatening. They are worried for fear the p r e s e n t s i t u a t i o n w i l l be g rea tly changed. Sometimes these children worry "out loud, " and we hear them sa y "Maybe Daddy w i l l get l a id off" or "When I get old w i l l I be poor l i k e my grandma?" I t i s n o t unusual t o hear ch ild ren r e f l e c t i n g the worries o f t h e i r p a r e n t s as when a c h ild might sa y , "Mommy s a id i f Daddy g ets s ic k she doesn’ t know what we’ 11 do" o r "Daddy s a id i f we had any more ch ildren i t would be hard to get a l l the things we need." We may hear ch ild ren say th in g s l i k e th i s : "I need to go to the d e n t i s t but my Mommy says we’ 11 have to w ait. Maybe I won’ t eve r g e t to go’ or "Lots o f times Daddy has promised to g et us things and then something happens. W ill i t always be l i k e th is; that something w ill happen?" or "I was p r e t t y sure I was going to g e t a new d r e s s and then my brother got sick" and "Almost every time I want something, my p a ren ts say you can never t e l l what might happen. " Frequently a c h ild o f t h i s s o r t w i l l worry about the p r o s p e c t o f moving; "If things d on't get any better maybe we’ l l have t o move. " Sometimes we hear a c h i l d s a y , "We don’ t d rive our car, because we don’ t know i f so m e th in g w i l l happen to i t . " In o t h e r words, the c h ild with a need for economic s e c u r i t y i s a p t t o make continued r e fe r e n c e to h i s fa th er’ s job, wages, or other economic fa cto rs which he f e e l s may be threatened now or in th e future. He g en era lly lacks f a i t h in the future. In t h e i r a c t io n s th e s e c h i l d r e n o ft e n show symptoms o f economic in s e c u r ity . Sometimes we s e e a c h i l d who seems embarrassed ab o u t h is home background. He may gen er a lly try to prevent p e o p le from knowing about h is economic s ta tu s. He may refuse to accept assista n ce or g i f t s . Such a c h i l d may be unusually s e n s i t i v e to the a t t i t u d e s o f other people; he may have a "chipon h is s h o u l d e r . " We may find th at a c h i l d tends to defend frequently h is economic and family s t a t u s . He may b oast about h is p o s s e s s i o n s or those o f h is family. On the oth er hand, we may find that he seems to have l o s t h is s e l f - r e s p e c t . In t h i s category we may a ls o find children who tend to hoard a v a r i e t y o f u s e l e s s o b j e c t s . We have emphasized i n s e c u r i t y as i t r e la te s to economic matters. The ch ild who has developed t h i s in s e c u r it y develops i t in a s o c i a l s e t t i n g which continues to influence him. In other words, i n s e c u r i t y has alread y been produced and now the same in f lu e n c e s aggravate i t . In the home, p a ren ts sometimes d iscu ss fin a n c e s in the presence o f the c h ild in such a manner as to create an atmosphere o f uncertainty about the future. The same s o r t o f anxiety may be brought on in count­ l e s s th in g s parents may say and do to a ch ild with regard to matters involving money and mate­ r i a l p o s s e s s i o n s . In the s c h o o l, economic in s e c u r i t y may be further increased when c o l l e c t i o n s a re made in the classroom or when c h i l d r e n are required to purchase costumes or equipment. As some p aren ts do, teach ers may communicate to c h ild r en a f e e l i n g of economic in s e c u r ity in the ways in which they speak o f the fu tu r e .

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What are the possible feelings of a child livin g in a setting which breeds a need for eco­ nomic security and increases the need as time passes? Does he seein to feel insecurity and i n ­ feriority apparently not warranted by actual conditions? Perhaps he feels that Dad's job may not continue; that tomorrow is negatively uncertain. He may feel depressed by news items r e la t ­ ing to socio-economic problems. Perhaps he remembers "better times," He may feel moody about present uncertainty; bitter about rich-poor issu e s. He may feel that some people hnve too much. Perhaps he feels "caught" by so cia l class. This child may feel unsure about the probability of future education (or of c o lle g e ). He may fe el unsure about his own employment, housing, etc. and frequently he may feel that s o c ie t y at large is responsible for his "predicament. "

iI 1 \ >

On your class summary sheet, which includes the names of all your children, enter in column III the frequency and the intensity with which the need for economic security is manifested by the kinds of behaviors described above. FREQUENCY

1 2 3 4 5 6

-

INTENSITY

every month or so every few weeks every week several times weekly daily several times daily

IV .

THE

NEED

a b c d e f

F OR

-

extremely mild symptoms on the mild side mild toward severe on the severe side „ serious disturbance extremely serious disturbance

FREEDOM

FROM

F E AR

A child with many fears, with many anxieties, is a d if fic u lt child to teach. A fearful child is not a stable child and may be a bad though indirect influence on the conduct o f the whole group. In this section we want to recognize those children who have irrational fears, fears of things they should not fear. It is the chronic behavior of the child with many fears that we are interested in, those be­ haviors of a child which are more or le s s ch aracteristic. Many fears are expressed verbally by children. In one way or another, they often express fear of persons in authority (policemen, the principal, teachers, doctors, e tc .) and their father. A child may frequently express fear o f death. He may say he is afraid he w i l l die, or that his mother or father or teacher w ill d ie. Frequently a child of this type expresses concern about the need to be careful in sports, and about illness. He may talk about the dangerous aspects o f machines, automobiles, airplanes or vacuum cleaners. Often these children reveal in their conversation fear of insects, animals and the like; "bugs" in general, mice, ca ts, dogs, lions, tigers. Sometimes we hear a ch ild say he’ s afraid of some other children, the more aggressive ones, or the older ones. Very often the child who has many fears tells us he’ s afraid of the dark; of thunder and lightning; wind, rain, storms or fire. Genuine fear of academic fa ilu re is frequently evident. This is the child who asks "Will I pass?”; afraid of g e ttin g "bad marks" in school; afraid to take home h is report card. Fear of ridicule is not uncommon. A child may be terribly afraid of "what people say" about his clothing, his possessions, h is parents’ possessions, his home, his facial features, h is speech, mannerisms, etc. He also may be very much afraid of what people will say about the fact that he is a member of a minority economic, social, religious or national group. Very often such children express fears of abstract phenomena; "ghosts," "spooks," bad men, the d evil. These are the children who are likely to say "The goblins w ill get us." They may also express fear of God. Such a child may be fearful of himself, sometimes running away from home, from school, or from the playground. He may be forever hiding. He may spend much time day-dreaming, worrying about what might happen.

II

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Children so f u l l o f f e a r o f so many things are apt to act "nervous" when they are about to take an examination, when they are asked to write in c la s s or to take part in school plays. This nervous ch ild a ls o s u f f e r s p h y siological symptoms of fear when he i s in the presence of more aggres­ s i v e c h ild r e n and in the presence of a d u lts in au th ority. When he s e e s someone injured or he s e e s blood he may grow p ale and tremble, get "sick" or f a i n t . Redness of face, apparent ten­ s io n , a lte r n a t io n between relaxation and tension, "inexplicable" weakness, nausea, inability to s le e p , en u resis, fa tig u e , d iz zin ess and involuntary excretion are not uncommon to such children. The c h ild with a str on g need to be free from fear may be an "uncooperative" child also. He may re­ fu s e to take p a rt in the more a c t iv e sp orts and a c t i v i t i e s ; he may refuse to go to the school nurse or doctor; he may refuse to take part in school plays; he may "beg off* or say he"doesn’ t know" when c a l l e d upon. This type o f ch ild generally refuses to try new things. We have s a id th a t a fe a rfu l ch ild i s often an unstable c h ild and may be abad influence on the conduct o f oth ers. Let us turn now to some of the things ad ults may do that tendto increase the i r r a t i o n a l f e a r s in t h i s c h ild . We often hear people admonishing him to the effect that "The p o l i c e w i l l take care o f you" or "If you do that you’ 11 never get to heaven." "You’ ll turn out j u s t l i k e your Uncle John" or "You’ 11 end up in the reform school" are frequent expressions. The scared c h i l d i s very frequently threatened: "I’ 11 put you in the c l o s e t i f you’ re not good" or " If you don’ t get busy, you won’ t pass." Fear o f injury is o ften aggravated by people who say to t h i s child: "You might cut o f f your finger i f you use that" or "You’ 11 get hurt and have to go to the h o s p ita l. " How often have we heard adults say to children "Don’ t go near the dog; he will b it e you" or "Don’ t touch that, " "It has germs on it" or "Be carefu l or you’ 11 get infection in th a t s o re. ■ Sometimes fear i s in c u lc a ted through inference, such as the occasions on which an a d u l t may say to such a ch ild: "Hurry in sid e! I t ’ s lig h tn in g " or "Don’ t go out there; i t ’ s dark. " Among th ese ch ildren who are b eset by fears are those who are burdened with more worries when a parent rather frequently t e l l s him, "You’ d be sorry i f I died." "Be careful, you’ ll fall" and "Don’ t p lay with them, they’ re rough" are statements t h i s type o f ch ild hears a ll too fre­ q uently. I t i s in an environment where children see a d u lts p u llin g shades when there is lightning, running away from harmless animals and crying out when s t a r t l e d by i n s e c t s , that irrational fe a r s f l o u r i s h in a c h ild . Sometimes they see a f f e c t a t i o n in the behavior of their parents in the presence o f "the boss," the p rincipal or someone in another s o c ia l c la s s . Unnatural behavior in the presence o f death, dwelling on catastrophies that have happened or might happen, refusal to go to the doctor because o f fear, magnifying the extent o f in j u r ie s , and frightening childrer about the phenomena o f sex may be c l a s s i f i e d among the a c ts freq u e n tly indulged in by adults in th e p resen ce o f c h ild r en whose fears ought to be d is p e lle d . I s i t p o s s ib l e for us to capture the f e e lin g s o f a ch ild p ossessed with fear? Do you think any o f th ese e x p r e s s h is f e e lin g s : He f e e l s "nervous" most o f the time; tired; nauseous when he i s afraid; f e e l s d izzy or paralyzed l o t s of times. He i s a fraid o f policemen, the principal, teach ers. He i s a f r a id to r e c i t e in c l a s s . He dreads recounting some accident or dangerous ex­ p e r ie n c e . Often t h i s c h ild f e e l s panicky, h e lp le s s, or he f e e l s l i k e running away. He may re­ s e n t o th er s for not r e a ll y helping him a lla y his fears and he may f e e l that strange things and new experiences are t e r r i b l e th reats to his security. Sometimes afraid to be thought of as a cow­ ard, he may be outwardly brash, noisy and presumably "unafraid" but inwardly quaking. Such a c h i l d may frequently f e e l lik e hiding in h is room with the p illow over his head; he may wish lie could s to p being a fr a id . Often he wishes very much th at he could convince adults how t e r r i f y i n g some th in g s are. On your c l a s s summary sheet which includes the names of a l l your children, enter in column IV the frequency and the in t e n s it y with which the need for freedom fromfear is manifested by the

12

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kinds of behaviors described above. Use the following scale: FREQUENCY

1 2 3 4 5 6

-

INTENSITY

every month or so every few weeks every week several times weekly daily several times daily

V.

THE

NEED

a bcde f -

F OR

L OVE

extremely mild symptoms on the mild side mild toward severe on the severe side serious disturbance extremely serious disturbance

AND

AFFECTI ON

Love, affection, warmth in human relations seem to be the gift of every mother to her ch ild in the earliest days of l i f e . Emotional security, affection, intimacy, someone in whom to con fid e are wonderful possessions! To be deprived of them, to feel unloved, to have no one to l i k e in ­ tensely, is a terribly severe deprivation. In this section, we are looking for children who seem to be unloved; those not receiving th eir human share of human warmth. With the elementary school child th is need for love and affection i s almost e x c lu s iv e ly a family matter. The warmth and a f f e c t i o n i s family-shared. The re la tio n s h ip s to Mother and Dad, sisters and brothers supply the need in many, many cases. The need for love and a ffe c tio n is often indicated in things a child may say. Often such a child may openly express a desire for demonstrations of affection, as when he says he wishes h is mother or father would love him more, or that he wishes his parents liked him as much now as they did when he was younger. In h is r e la t io n s h ip s with his teacher, he may frequently exp ress a desire to s i t next to her, or he may say: "You don't love me any more" or "Do you lik e me best?" or "You do love me, don’ t you?" I t i s not uncommon to hear a child exclaim, "You hate me! • A desire for more attention i s often expressed by a child with a strong need for love and a f ­ fection, as when he may say that he wishes he could talk things over with h is parents more often or that he wishes his parents would take more interest in him or pay more atten tion to him. Such a child may also say he wishes h is parents would play with him more often or he wishes h is parents were not too busy to talk to him. On the other hand, a child with a need for love and a f ­ fection may express a desire to demonstrate his affection when he says he wishes he had someone he liked very much, or that he could do things that woold show his parents how much he r e a l l y likes them. This child may also have a tendency to continually ask his teacher personal questions. A child with a need for love and a ffection often seems to be obviously demanding demonstra­ tions of affection. He may make frequent requests to hold his teacher’ s hand, or to s i t on teacher’ s lap and be fondled. This ch ild may generally display a desire to snuggle up to peo­ ple, or to put his head on h is teacher’ s lap. Some of these children may indulge in " f l i g h t reactions" such as running away from home. Some may be truant or delinquent, or l i e frequently. A child who is lacking in love and a ffectio n may shower affection on others. He may have v i o l e n t "crushes" on members of the same or opposite sex, or he may show unusual displays of a ff e c tio n to­ ward animals, dolls and toys. The g i r l who specializes in baby-sitting may be among the c h i l ­ dren with this need. Often we find that such a child is a "lackey" for his loved one. Frequently this child clings to his mother or some familiar, adult, and he may not venture out alone even i f old enough to do so. His demeanor may be generally characterized by other actions. He may be very sensitive and his f e e lin g s may be e a s i l y hurt, especially when c r it ic is m comes from h i s loved one. He may be gen erally a p a t h e t i c and l is t le s s . He may cry e a s i l y . He may suck h i s finger or he may over-eat. He may get sick frequently. Often a child with a need for love and affection demonstrates great i n t e r e s t in love stories. He may be a "bookworm"; he may be an avid reader of such s to r ie s , or be e s p e c ia lly fond of "romance" in the movies or on the radio.

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When we say to such a oh i Id, "Don’ t come to me with your troubles" or "If you can’ t fight your own b a t t l e s don’ t come to ine" we are lik e ly to in ten sify his need. We may do this too, when we sa y to t h i s c h i l d , "I can’ t give you a ll o f my time" and "I don’ t like boys like that" or "Why do you cry so much?" When we display no interest in the ch ild or his work, when we disregard h is need fo r p h y s ic a l love and a tte n tio n , when we are too busy to talk things over with him or i f we c r e a te a s i t u a t i o n o f s i b l i n g riv alry , we may aggravate h is fe e lin g s of being unwanted, r e je c t e d . Though we cannot be sure, i t may bo that sucli a c h ild f e e l s as though no one loves him. He may want above a l l e l s e to be hugged and kissed and fondled. He may be very angry at his p a r e n ts . He may "hate" or be j e a lo u s o f h is younger brother or s i s t e r or he may have those f e e l i n g s about h is s t e p f a t h e r or stepmother. Frequently, such a c h ild may wish that his father had a job that wouldn’ t keep him away from home so much. Perhaps he fe e ls like running away from home. He may wish f e r v e n t l y th at he would get sick and d ie. He may love his puppy or kitten or d o l l very much. He may "love" to eat, e s p e c ia lly sweets. He may love his teacher or some oth er a d u lt very much. F e e lin g gen era lly insecure and depressed, he may frequently feel like crying. Perhaps he wishes h is teacher would pay attention to him instead of doing something else many tim es. He may f e e l a s tr o n g compulsion to pick up and read every love story magazine he s e e s . Perhaps t h i s c h i l d i s very much in love with a boy or g ir l in school, or he may fondly remember how he f e l t when an aunt or uncle or other adult fondled or hugged him. Often such a c h ild w ish es th ere were more love s t o r ie s in the movies. It is very lik e ly that above all, he wants to be loved and he wants to love someone. On your c l a s s summary sh eet, which includes the names of a l l your children, enter in column V the frequency and i n t e n s it y with which the need for love and a f f e c t io n is manifested by the kinds of behaviors d escribed above. Use the following scale: INTENSITY

FREQUENCY 1 2 3 4 5 6

-

a b c d e f

every month or so every few weeks every week s e v e r a l times weekly d a ily s e v e r a l times d a ily

V I. FROM

THE

INTENSE

NEED

T0

-

extremely mild symptoms on the mild side mild toward severe on the severe side seriou s disturbance extremely serious disturbance

BE

FEELINGS

FREE OF

GUI LT

The p r o c e s s o f growing up is a l s o the process of making m istakes. Some children have such abnormally high standards for themselves that they have a sense of guilt with respect to much o f t h e i r achievement. Sometimes adults s e t standards for children which are altogether too high, with the r e s u l t that the ch ild develops deep f e e lin g s o f g u i l t . To be overwhelmed with deep f e e l i n g s o f g u i l t means a debasing of ourselves. Under those circumstances we feel "small," inadequate or incompetent o r dish on est, and wethink the eyes o f the world are focused on us. To f e e l g u i l t y i s to f e e l "not clean inside." Tofeel g u ilty is tofeel that one doesn’ t belong. We are lookin g for children who have feelings of this kind because we want to help them. In this s e c t io n , l e t us concentrate on the symptoms of gu ilt as these symptoms show up in our classrooms. Children who have a need to be free from feelings of g u ilt are lik e ly to show this in things they say. Such a c h i l d may express g u i l t fe elin g s about his re la tio n s h ip s with people. He may say he w ishes he hadn’ t l i e d to his mother or teacher, or that he wishes lie wouldn't look down on people who are poor and uneducated, or that lie wishes he had never made fun of other people. F requently we may hear him say he wishes he didu’ t fig h t so much with other children or that he w is h e s he l i k e d Negro c h ild r e n as well as while ch ild ren . Often such a child may say he

14

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wishes his parents didn’ t expect express g u il t f e e l i n g s about h is something wrung, or he wishes he he may say he wishes he had never never lost his temper.

166 -

him to he so obedient. It i s not uncommon to hear t h i s c h i l d own actions, such, as when lie says he wishes he hadn’ t done had never told naughty s t o r i e s or sa id bad words. Frequently cheated or that he had been more obedient or he wishes ho had

Sometimes a c h i l d with a need to be free from intense f e e l i n g s o f g u i l t may reveal the need by trying to avoid his teacher and others in authority, by "picking on himself" or by blam­ ing himself for real or imaginary inferiorities. He may be extremely submissive. He may i s o l a t e himself and worry unduly over minor mistakes. He may blush e a s i l y or cry frequently. Frequent­ ly such a child shows signs o f fearfulness, anxiety or indecision. Me may be hypcrconsci on Li o u s . He may be shy, i l l at ease around others, self-conscious, or he may c lin g to mother and father. Such a child may be describ ed as pious, sel f-forgetful and p la c id , lie may wash h is hands un­ necessarily many times and demand constant reassurance that he i s behaving c o r r e c t l y or doing work correctly. This ch ild may reveal feelings of guilt by his strong, o v er ly-agg ressiv e a c t io n s . He may be a poor l o s e r and commit other such "offenses." Some c h ild r e n may r e v ea l f e e l i n g s of guilt by carrying on "campaigns, " espousing "great causes" or "doing good for o th er s. " Some­ times a child may t e l l s t o r i e s about "a friend of his" who committed some kind o f an o f f e n s e , while i t is r e a lly an episode out of his own life.

Some children arc r i d i c u le d and nagged entirely too much. Sometimes pub lic examples are made of a c h ild who has done something that an adult of the group doesn’ t l i k e . Moral cod es are used to judge a c h i l d ' s conduct even when he might be ignorant of the code. Hasty judgments where children are concerned can be very damaging to their emotional secu rity, as when we mighL say to a ch ild, "No one ever did that in this class before" or "You’ re a very naughty c h i l d . " When we say to a c h ild , "Never say that again!" or "What i f your mother knew that?" or "I never expected that o f you" we may be intensifying his need to be free from g u ilt . Constantly throwing out remarks l i k e "See how n i c e l y the other children behave," "What w i l l the neighbors think?" "Remember God can see you," "You ought to have known better," "You have to 1x3 reminded Loo many times,” "Shame on you!" "Everyone w ill have to suffer because o f your actions" and "I’ 11 t e l l your Dad on you" may have s im ila r e f f e c t s on the child who needs to be freed from in ten se f e e l i n g s of guilt. Sometimes we a d u lts i n t e n s i f y feelings of guilt when we keep reminding c h ild r en o f t h e i r mistakes, when we a c t as though we always do the right thing, and when we scold ch ildren for ac­ tions and words they have copied from adults. When we don' t allow a ch ild to f u l l y ex p la in how he feels about things, the ch ild may have one motive while we su sp ect another. G u ilt f e e l i n g s in a child are probably increased when we continue to judge h is a c t s by our adult standards and expectations, when we show ex p re ssio n s of "shock," when we make him a p o lo g iz e , and when we are constantly nagging. What kinds of feelings are engendered in these ways, and what f e e l i n g s may there be underlying the behavior of a child who has a need to be free from in ten se f e e l i n g s of guilt? Perhaps he f e e l s "ashamed" of himself, d islo y a l, d ish o n o ra b le. Perhaps lie f e e l s that he is unique in h is f a u lts , f e e l s l i t t l e or no respect for himself. Frequently such a c h i l d may feel embarrassed, "sm all," ashamed of his dreams. Perhaps he is always "running h im s e l f down," thinks tliat he i s always doing something wrong. Is i t p o s s ib le that he f e e l s he must a l ­ ways be "on top" in competition, or that he feels ashamed of some "bad plays" he has made in games? Perhaps this child j u s t generally fe e ls guilty about the trouble he thinks he c r e a te s .

On yo ur c l a s s summary s h e e t , which includes the names o f a l l y o u r c h i l d r e n , e n t e r i n c ol u mn VI the f r e q u e n c y a n d i n t e n s i t y w i t h which the need to be f r e e f r om i n t e n s e f e e l i n g s o f g u i l t i s m a n i f e s t e d by t h e k i n d s o f b e h a v i o r s descr ibed above. Use t h e f o l l o w i n g s c a l e :

15

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INTENSITY

fr eq u en cy

1 2 3 4 5 6

-

VI I .

every month or so every few weeks every week several times weekly daily several times d aily

THE

NEED

a b c d e f

F OR

-

SHARING

extremely mild symptoms on the mild side mild toward severe on the severe side serious disturbance extremely serious disturbance

AND

SELF- RESPECT

There are so many pressures on the growing child to conform to what adults prefer. The pro­ c e s s o f growing up i s o r d in a r ily accompanied by thousands o f "don’ ts" uttered by older persons in the immediate environment. Some children come to fe e l that they have practically no liberty in d e c i d i n g things for themselves. They are to ld what to do, when to do it, where to do i t and when to stop doing i t . Frustration may come from fe e lin g pushed around too much. Our attention i s now directed toward i d e n t ify in g children who may f e e l that everybody is trying to run their l i v e s , who fe e l that they are not respected as persons, who fe e l that the good l ife is not for them, and even i f i t i s , they w i l l have to wait for many years before they can enjoy it. Sometimes such a c h ild may express the d esire to want other people to have faith in his judgment, as when he says he wishes his opinions were asked for more often or he wishes his tea­ c h e r wanted him to take p art in making the ru les o f the school. He may say he wishes adults didn’ t always take the words out o f h is mouth or he wishes others were interested in his ideas and q u e s t i o n s . Frequently he may say he wishes others did not try to do his planning for him or th a t he wishes his parents wanted h is help in making plans and rules in the family, or he wishes a d u l t s wouldn’ t p lace r e s t r i c t i o n s on speech which apply only to him. Ofttimes such a child r e v e a l s that he would l i k e other people to cooperate with him better. He may insist on doing jo b s for people, e s p e c ia lly i f he may work with someone on the job. We may frequently hear him sa y he wishes other children didn’ t want th e ir way so much or he wishes other children and he c o u ld decide upon things togeth er. Often he may say he wishes adults didn’ t always talk "over h i s head. * We may find that such a ch ild frequently engages in boasting. The child who needs to share may seem to be withdrawing into a shell. Such a child may often perm it himself to be pushed aside so that another may have h is place. He may play with children co n sid e ra b ly younger than him self or i f rejected by the group he may withdraw completely. This c h i l d may act in d ifferen t and apathetic toward group a c t i v i t i e s and members of the group; he may cry e a s i l y and whine and whimper a lo t. On the other hand, a child with a strong need for shar­ ing and s e lf- r e s p e c t may seem to be frequently rebelliou s or disobedient toward parents, brothers and s i s t e r s , grandparents, other r e la t iv e s , teachers, friends and schoolmates. He may frequently t r y deception and b lu ffin g . He may resen t being pushed a side and fight back. Such a child may c o n t r a d i c t people who are ta lk in g, e s p e c ia lly when he has not been asked to share in the con­ v e r s a t i o n or a c t i v i t y . He may c o n t i n u a l l y pretend to be an authority on any subject under d is c u s s i o n , interrupting con versations to give information even though not asked for it. This i s th e c h ild who "butts in" a t any time; he imposes h is leadership upon the group and may be very d i c t a t o r i a l . He may s t e a l and generally disobey instructions. When we say to a ch ild "You’ re too young" or "You’ re not old enough" or "You’ re too little" we are probably enhancing h is need for sharing and s e l f - r e s p e c t . Similar feelings may be aroused in the child when we say to him "You don’ t use hour head" or "Don’ t you know any better?" or "Haven1 t you any sense?" or "Don’ t be s i l l y . " We may often say such things as "Be your age" or "Won’ t you ever grow up?" or "That’ s a l l wrong. This i s the right way* or "Let me do that." This child constantly finds himself forced into a c t i v i t i e s , the plans for which were always made without considering him. Family vacations, fin an cia l plans, recreation, the new baby; a ll

16

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of these a f f e c t him. Yet, no one ever gives him an opportunity to make d ecisio n s or s u g g e s tio n s . In school as well as at home, this child generally does not have an opportunity to "do th in g s . " People stop talking when he enters the room, he is constantly b e l i t t l e d and frequently c r i t i c i z e d as a person in front o f the group. When we take away a child's privileges, when we don’ t l e t a child share in plans and ex p r e ss h is opinions, when we repeat the work that a child has done rather than point out m istakes and l e t the child make another effort, when we neglect allowing the slow, shy ch ild to p a r t i c i p a t e , and when we don’ t provide an opportunity for each child to share in room projects, we may be in­ creasing the need for sharing and self-respect. Would i t be p o ssib le for us to guess how such a ch ild f e e ls ? Perhaps he f e e l s inadequate; as though he as a person is not respected. Perhaps he wants very much to have something to say about the propositions which affect him. This child may frequently want to help others in t h e i r a c t i v i t i e s and projects. He may possibly feel that everyone is su sp icio u s o f him or h is i d e a s . Confused, bewildered, he may feel resentful or very much discouraged. Perhaps you s u s p e c t he wishes his parents would allow him more privacy and that he wishes they would knock on the door before entering the room. A child who feels the need for sharing and s e l f - r e s p e c t may o f t e n f e e l there i s a conspiracy against him or generally as though h is ideas and opinions are not worth­ while. On your c la s s summary sheet, which includes the names o f a l l your children, enter in column VII the frequency and intensity with which the need for sharing and s e l f - r e s p e c t i s m a n ifested by the kinds o f behaviors described above. Use the following sca le: INTENSITY

FREQUENCY

1 2 3 4

-

every month or so every few weeks every week several times weekly

a b c d e f

5 - daily

6 - several times daily

VIII.

T HE

NE E D

FOR

-

extremely mild symptoms on the mild sid e mild toward severe on the severe side seriou s disturbance extremely serious disturbance

UNDERSTANDING

Some children seem bewildered by this world. They can’ t make much sense out of i t . Sometimes they don’ t know the questions to ask. At other times they ask and ask and never get adequate answers. Their questions sometimes are fearfully direct and r e la t e to questions that are very con­ troversia l in nature. I f the school day neglects these questions, i f the answers given r e s u l t in even greater confusion, i f the child thinks he doesn’ t understand what’ s going on around him, he may become emotionally disturbed. Let’ s look at some of the symptoms that th is type o f c h i l d may reveal. He may constantly ask questions about varied topics, demanding immediate answers; he may con­ tin u a lly "probe" to discover details of things and situ a tio n s . When he gets answers from p aren ts and teachers, he may doubt their yalidity. Among the numerous queries he makes, he may say: he wishes he knew why we have so many wars when almost everyone says he wants peace; he w ishes he knew what causes the trouble between Negroes and white people; he wishes he knew why p eop le say that everyone is equal when some people have much more money than others; he wishes someone would help him find out the difference between what is right and what is wrong. Frequently such a c h i l d r ev eals d i s s a t i s f a c t i o n with his unde "standing of things and s i t u a t i o n s . He may say, "They’ re trying to keep something from me* or he may ask, "Why do people hush me up when I ask about sex?" Perhaps th is child says he wishes he knew how he could look out for him self and at the same time

17

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169-

be f a i r to oth er people. Often we hear such a ch ild say he wishes someone would help him make up h is mind when he i s uncertain about things or that he wishes so many people wouldn’ t mix him up in what he b e lie v e s . Rather frequently such children may express their desire for more infor­ mation. We may tiear a c h ild say he wishes he knew more about sex, or he wishes he knew how he could l i k e h is own country b est and a t the same time like people in other countries too, or he w ish e s someone would help him to s e e what h is purposes really are, or he wishes his parents would help him more to understand him self, or he wishes he could get help in learning to know what he should b e l i e v e . Sometimes such ch ild ren t e l l us they wish they could understand some of the "big words" they read.

Ofttimes a c h ild who has a need for understanding will assume sole or special responsibi­ l i t y for securing information. He may accept the opinions of others without question; he may read con stan tly ; he may be an "authority" on birds, fish , rocks, planes, guns and other sp ecialities. Frequently such a ch ild may become aggressive in seeking information. He may ask "why" repeatedly; he may c o n tin u a lly question a u th o rity . He might be extremely reactionary in his thinking; he may be in t o le r a n t , prejudiced. This c h ild may a ls o continually take mechanical things apart. Often we find such children employing mature work habits. They may be discriminating, reading books above t h e i r age le v e l on a wide v a r ie t y o f su b jects and using the library frequently.

Often parents give these ch ild ren the idea that l ater they will understand, that adults and tea ch ers w i l l exp lain the th in g s th at are confusing; but frequently these explanations are not forthcoming and the curriculum c o n tin u e s to be d u ll. It is not unusual to find adults saying to such a c h ild ; "You' 11 fin d ou t about th at when you’ re older" or "I’ ve explained i t three times already. " When he i s c o n tin u a lly rebuked by statements like “Tommy, you ask too many ques­ t io n s . Why don’ t you be quiet?" how might such a child feel? When we don’ t answer his questions so th a t he can understand, how does he fe e l?

This ch ild f e e l s confused, bewildered. There is so very much that he wants to know. People don’ t answer h is q u e stio n s ad eq u ately . Adults are stupid. School is "dumb," not interesting. He f e e l s cheated when he doesn’ t get the answers he i s seeking. He wants to (Understand the things th at are con fu sing to him. He f e e l s very much discouraged; that people don’ t want to help him; they are only tr yin g to confuse him. Frequently, he feels that adults don’ t te ll him the truth; people are always tr y in g to keep something from him; he feels rejected. He may often be afraid to ask q u e s tio n s . He r e s e n ts a d u lts who t e l l him he is "too young to understand." Often he is convinced i t i s an adult world mostly and he can’ t understand why. He is bewildered at the d if fe r ­ ences between what ad ults say and what they do. He fe els even more curious about something when he g e t s an e v a s iv e answer; he f e e l s very good when he has the answers to important questions.

On your c l a s s summary s h e e t, which includes the names of all your children, enter in column VIII the frequency and the i n t e n s i t y with which the need for understanding is manifested by the kinds o f behaviors described above. Use the following scale: FREQUENCY

1 2 3 4 5 6

-

INTENSITY

every month or so every few weeks every week several times weekly d a ily sev e ra l times d a ily

a b c d e f

18

-

extremely mild symptoms on the mild side mild toward severe on the severe side serious disturbance extremely serious disturbance

-

170-

F a c t o r s in the Environment P r e d i s p o s i n g V a r io u s Emotional D i s t u r b a n c e s (Please

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A p p ro p riate

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f r i e n d s n o t we l c o r n e d

F a m i l y mo v e s f r e q u e n t l y

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Parents pick

Child

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other

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home

Other c h i l d r e n 's

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visit

never v i s i t

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toes

Bowl e g s

O t h e r d e l i n q u e n t s l i v i n g in home

Ov e r we i g h t Un d e r we i g h t

3.

Economic S t a t u s o f Family

Not c l e a n

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Too c l e a n

Ab u n d a n c e o f w e a l t h

Unusually

tall

L imi t e d w e a l t h

Unusually

short

Awkwa r d,

4. H e a l t h

in Fa mi l y

mature

than group

Me mbe r s o f fami l y ha ve chr oni c i l l n e s s

Less s o c i a l l y

mature

than group

Me mbe r s o f fami 1 y c o n f i ned in ment al

Mor e p h y s i c a l l y m a t u r e

than group

Less p h y s i c a l l y

than group

i n s t i t u t i ons

Me mbe r s o f fami l y m e n t a l l y i ll

5.

poor coordination

Mor e s o c i a l l y

Economic S t a t u s o f Home P r e t e n t ious "Run d own" , Located

Mor e e m o t i o n a l l y m a t u r e

than

group

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than

group

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Ar ea o f o t h e r

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mature

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r a c i a l o r nat ional i ty gr oups

in p o o r a r e a

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APPENDIX

Center fo r R esearoh NEED FOR BELONGING ( l - l ) THINGS NOT TO DO

THINGS TO DO I f a child is absent for a day or twoi Call h is home-say "I'm sorry Joe i s i l l —-we miss him—we hope he w ill be back soon. Send an a ttra c tiv e get-w ell card to him. When the child returns sayi I'm glad you’re back-we missed you." Indicate in as many ways as possible th at the child is needed and missed when he is absent. I f absence is due to illn e s s o f some member of the family-supply comfort when th is i s known. Make le s s use of the pronouns YOU and YOURS in connection with blame• When you c r it ic iz e - c r it ic iz e the work-the sp e c ific thing wrong-not the personality.

1.

Don’ t ignore a c h ild 's absence . Don’ t f a i l to inquire about him i f he i s out several days. Don’ t fo r g e t to welcome him when he r e t u r n s . Don’ t f a i l to inquire about the h e a lt h o f the members o f the fa m ily o c c a s io n a lly .

2.

Don’t comment on a c h ild 's sin g u ­ la r it y * Don’ t c r i t ic i z e the Child and r e ­ j e c t him. Don’t say* "You are the only one to hand in a paper la te," "You are the only one with d irty h an ds.” "You are the one who Is” always n o is y ."

"Your work i s never "right." "You never try t o do tKings righ t." Notice the things children wear-comment on a bright ribbon; a n ice color scheme; a necktie that i s outstanding; a new dressy a fr e s h ly ironed dress or blouse; new socks; shoes w ell shined. Let them see that you notice th e things they wear. Notice the children’ s appearancet new hairdo; hair neatly combed; hands clean; n ails clean.

3.

D on 't ignore or overlook th e c h ild r e n 's appearance,

Give the child the idea that he i s acceoted even though mis behavior may not be accepted Accepting a child means, as starting p o in ts , you accept h is values, languages, d ress, a n x ie tie s, and fee lin g 3 . Changing seats occasionally—give

4.

D on 't show horror or shock a t any­ th in g a child does or sa y s. D o n 't; is o la te children. send them from the room as punishment, send them to the principalfe: o f f ic e as punishment.

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send them to th e c lo a k room. stand them in th e corner* make them ta k e th e l a s t s e a t a s pu nishm ent. send’ them to an oth er te a c h e r ’ s room to g o t r id o f them , r e f u s e to t a lk t o them fo r a p erio d o f tim e , r e q u e s t o th e r c h ild r e n not to speak t o him fo r a p eriod o f t im e »

e v e r y c h i l d an o p p o r tu n ity t o occupy th 9 f a v o r i t e s e a t or s e a t s , some d i f f e r e n c e s are t o be p rized -* i n d i v i d u a l i t y i s d e s i r a b l e . Be p le a s e d -with d i f f e r e n c e s - ~ p o i n t them o u t and .say hov.' i n t e r e s t i n g th e w o r ld i s b e c a u se o f d i f f e r e n c e s .

5.

Be f r i e n d l y t o c h i l d r e n :

5.

Yfelcome them in th e m ornin g and s a y good n ig h t t o th em .

D o n 't be u n f r i e n d l y and a l o o f with c h ild re n . D o n 't show la c k o f i n t e r e s t in t h e i r p e r so n a l l i f e .

Ask a c h i l d who seems t o need s p e c i a l a t t e n t i o n t o w a it f o r you a f t e r s c h o o l— c h a t w ith him a b o u t t h i n g s t h a t i n t e r e s t h im -t e l l him some o f your e x p e r ie n c e s w h ich m ig h t be s im ila r t o h i s . I f i t i s p o s s i b l e , have lu n c h some­ t im e s w ith th e c h ild r e n './ho e a t in t h e s c h o o l lun ch room . Ask c h ild r e n vrhat t h e y d id o v e r th e w eek en d ; w hat t h e ir a m b itio n s are; w hat t h e i r v a c a t io n p la n s a r e ; t h e i r h o li d a y p la n s a r e ; h e i n t e r e e t e d in th e c h ild r e n ’ s p e r so n a l life . Walk t o th e co rn er or t o th e t r o l l e y w ith a c h i l d a f t e r s c h o o l - t a l k w ith him a b o u t t h in g s th a t i n t e r e s t him and w hat he .is d o in g . I f i t seam s t h a t a c h i l d n e e d s i t and c a n ' tv* tat ff d p e s*_ and rel lo Ur i U P lle b a d bs u u ir cv liiv k to c r e oa+t i-io n , when " p^ o sa ssiib b llee ta k e him h a b a llg a m e , a show, th eiZi c T i r-V*c u•>C s , e t rc* . , o r i f t h i s i s n o t f e a s i b l e , g iv e him bo t h e mnnfty money or a t i c k e t or t i c k e t go some p l a c e . C llK l

6.

Pay a t t e n t i o n t o th e c h i l d who i s v e r y q u ie t-w h o i s u s u a l l y n e g le c t e d and s u b m is s iv e , so v e r y good and c a u s e s no t r o u b l e . Ee c o n c e r n e d ab ou t him a s w e ll as t h e a g g r e s s i v e c h ild

6,

Be c a r e f u l n o t to n e g le c t th e very q u ie t c n ild - t h e n e u t r a l, th e gr r t . th e su b m issiv e c h i l d , who i s e a s i l y f o r g o t t e n and overlooked b ecause he makes no d istu r b a n c e .

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3 7* I f the behavior o f a c h i l d who h a s a great need fo r b e lo n g in g a t th a time i s u n d e sir a b le : a . Ignore i t a t th e t ?rae, i f ' t i s unimportant. b. Go q u ib tly t o th e c h i l d and speak to him. c . Give him a job or e rr a n d t o do th a t d iv e r ts h i s i n t e r e s t 9

7 . D on't embarrass th e c h i l d by t e l l 'ng hun what he d id o r d id n o t d o th a t i s u n d e s ir a b le in a s i t u a t i o n .

8 . Encourage f r i e n d l i n e s s : 8 . D on't make s e a t in g an a r b i t r a r y Take an in t e r e s t •'n th e c h i l d r e n ' s th in g . ou tsid e i n t e r e s t s . T e ll them some e x p e r ie n c e you h ave had th a t mighu • 'n t e r e s t th em . Share c o n fid e n c e -in d i c a t e t h a t you might have had th e same s x p e r i e n c e th at you have f e l t th e same way a t tim es and irdght have b eh aved i n th e same manner, Pat a ch ild on th e b a c k -e n c o u r a g e him . In dicate by th e to u ch o f th e h a n d ,o r by an arm g e n tly p la c e d around a c h ild th at you are h is f r i e n d and l i k e h im . Give ch ild ren a c h a n ce t o c h o o s e t h e i r s e a t s -t o s i t n e x t bo t h e i r f r i e n d s * 9 . i f thd ch ild who f e e l s t h a t he d o e s not 9 . belong g e ts some s a t i s f a c t i o n from boasting about h i s p o s s e s s i o n s , h i s fam ily and t h e ir p o s s e s s i o n s , l e t h'm c o n tin u e -lis te n t o h im . He i s u s i n g a face-savin.? d e v i c e . 10. 1 0 , Be concerned about th e c l v l d ' s b e in g excluded: A.sk him i f he i s happy w here he i s s i t t i n g - i t may be t h a t h e i s - n a back sea t; or one o f th e more u n d e s ir a b le ones. Jf he us s i t t i n g in th e bock o f th e room ask him •?f he J s h e a r in g w hat i s being s a i d - i f he can see. th e board a l l r ig h t . T ell h''m t h a t you have a book you think he w i l l l i k e . Hake h ’m a h e lp e r -n o t j u s t one who performs manual d u t i e s b u t one with d u tie s which show t h a t t h e t e a ­ cher lik e s him— c o n f i d e n t i a l d u t i e s . Help him to jo in i n g a m e s, p a r t i e s , and to become a member o f v a r i o u s co m m ittee s. Have him take p a r t in d r a m a t iz a t io n ; quiz programs put on '’ n th e c l a s s . Change the s e a tin g o c c a s i o n a l l y - s o th a t the fa v o r ite s e a t s may b e s h a r e d .

Don't em barrass th e c h i l d by d is c r e d itin g h i s b o a s t i n g w h ich he i s u sin g a s a means o f g e t t i n g a tte n tio n ~‘n h i s d e s i r e t o b e ­ lo n g . Don't c o n tr ib u te t o t h e e x c l u ­ sio n o f a c h il d who i s o r f e e l s th a t he i s b e in g e x c lu d e d by the group or members o f th e group.

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1 1 . Keep a m o n th ly c h e c k o f c h ild r e n ’ s b ir t h d a y s - h a v e a b ir th d a y p a r ty fo r th e r e j e c t e d c h i l d i f p o s s ib le or a t l e a s t some r e c o g n it io n *

1 1 , D o n 't f o r g e t t h e c h i l d r e n 's b i r t h ­ days .

1 2 . Have p a r t i e s i n t h e c la ssr o o m a s o f t e n a s p o s r -ib le -d r a w th e c h ild v/ho f e e l s t h a t he d o e s n o t b elon g in th e p la n n in g and p a r t i c i p a t i o n . try1 3 . i f i t i s p o s s i b l e / h o arran ge w ith some o f t h e m others o f th e c h ild r e n i n t h e c l a s s t o ' n v i t e th e r e j e c t e d c h i l d t o h i s c l a s s ­ m ates n a r t i e s o n c e in w h ile .

1 2 . D o n 't n e g l e c t t h e importance of p a r t i e s t o a c l a s s and to re je c te d c h ’l d r e n .

1 3 . D o n 't n e g l e c t t h e outside r e la tio n ­ s h i p s o f t h e r e j e c t e d c h ild .

14-• 14.. H elp c h i l d r e n t o make f r ie n d s i f t h e y do n o t know how . G ive them s u g g e s t i o n s : Become e x p e r t i n some s k i l l v a lu e d by th e g ro u p ; s p o r t , aca d em ic, m an ual, a r t , e t c . S eek p a r t i c i p a t i o n in a group t h a t you a r e i n t e r e s t e d i n . Have a p l e a s a n t m anner-sm i.le a t p e o p le , s p e a k p l e a s a n t l y t o p e o p le . H elp a c h i l d d e v e lo p a hobby t h a t w ould g i v e him an o p p o r tu n ity to wofck on a c o m m itte e making u se o f t h i s .’h o b b y ,

D o n 't l e t t h e c h ild r e n f e e l th a t i t i s h o p e l e s s f o r them to have f r i e n d s becau.se th e y d o n 't know how t o he f r i e n d l y .

15. 1 5 . b'bloom s n ew com ers t o th e c l a s s and n e ig h b o r h o o d i Ask som eone t o be a b r o th er or s i s t e r t o h im . Show him arou d th e s c h o o l, i n t r o ­ duce him t o t h e o th e r c h ‘ l d r e n , t e l l him t h e w a y s o f t h e s c h o o l and ne! g h b o r h o o d - h e l p him become a c q u s i a n t e d o

D o n 't f o o l t h a t th e newcomer can f in d h i s way and o r ie n t himself to t h e s c h o o l w i t h o u t h elp . D o n 't be d is c o u r a g e d i f the child d o e s n o t re s p o n d immediately to t h e e f f o r t s o f th e welcoming comm i t t e e and t o y our efforts-rememfeer t h e c h i l d i s p erh ap s lonely Sor h is o l d f r i e n d s and neighborhood and f e e l s q u i e t , o u t o f place and shy, and he may n e ed c o n sta n t re a ss u r­ ance .

1 6 . L et t h e c h i l d who f e e l s t h a t he d o e s n ' t b e lo n g d e m o n str a te some s p e c i a l s k i l l t o th e c la s s -s h o w an a c h ie v e m e n t w hich no one e l s e h a s . Have him b r in g a c o l l e c t s o n p ic tu r e s - a hobby.

1 6 . D o n 't m inim ize th e importance of a c h ie v e m e n t i n belonging.

1 7 . I f a c h i l d c o n s t a n t l y co m o la in s th a t p e o p le a r e u n f a i r t o h im -th a t th e y p ic k on him b e c a u s e o f h i s r a c e , h i s r e l i g i o n - b e c a u s e he i s d i f f e r e n t h e lp him s t r a i g h t e n t h i s o u t by s a y -

1 7 . N ever make d is p a r a g in g remarks e i t h e r i n s e r i o u s n e s s or jokingly ab o u t a c h i l d 's ra c e, re lig io n , n a t i o n a l i t y , economic s t a t u s , in­ t e l l i g e n c e o r o th e r d iff e r e n c e s .

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5 ing t h a t you t o o would f e e l badly i f p e o p le d id th o s e th in g s to y.u; th a t he has a r : g h t to f e e l bauly.

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I

18. Where th e r e are o b n o x io u s and ob­ v io u s p e r s o n a l h a b i t s , l e t ch ild help fo rm u late th e v a lu e s and r u le s of c o n d u ct.

18. D on’ t m in im iz e t h e i m p o r t a n c e o f p e r s o n a l h y g ie n e - b u t d o n ’t em bar­ r a s s th e c h ild in t r y i n g to t e a c h him good p e r s o n a l h a b i t s .

1 9 . Have a s much, b u t no more resp ect fo r th e p e r s o n a l i t y o f th e deformed and abnormal chi id th an you would fo r th e a v e ra g e normal c h ild . Our c o n s id e r a t io n o f th e deformed child must n o t p la c e him in awkward p o sit io n s - r e q u ir e o f him o n ly those th in g s w hich he can g iv e and do.

19. D o n ’ t i n d i c a t e t o t h e c h i l d iiho i s d e fo rm e d o r d i s f i g u r e d t h a t y o u f e e l s o r r y f o r h i m -he w a n t s t o b e l o n g n o t t o be s y m p a t h i z e d w ith f o r t h i s .

20. In th e c la ss r o o m o v e r lo o k the pecu­ l i a r mannerism s and a c c e n t s , sppech d e f e c t s o f a ch i Id • Take th e c l a s s i n t o you r confidence when th e c h 'I d i s n o t p resen t and ask them t o do th e same th in g .

20, D on’ t l a u g h a t t h e e r r o r s a c h i l d makes i n c l a s s - h e l p t h e c l a s s t o .see t h a t t h e y m u s t n o t do t h i s e i t h e r . D o ir t lau g h a t a c h ' l d ’ s a c c e n t o r p e c u lia r m a n n erism s-h e lp bhe c l a s s to see t h a t t h e y m ust n o t do so e i t h e r .

21. Arrange th e c la ss r o o m so as to produce a p e r m is s iv e atm ospherearrange f o r p a r t i e s , committee work, d r a m a tiz a tio n and th e l i k e to per­ m it r o la x a t" o n .

21. D on’ t make s c h o o l a r e a d i n g a n d w r i t i n g s c h o o l , a p a s s i v e s c h o o i, a s i t t i n g sc h o o l.

CENTER FOR RESEARCH Now York U n i v e r s i t y NEED FOR ACHIEVEMENT ( 1 ^ THINGS TO DO

THINGS NOT TO DO

Have f l e x i b l e s t a n d a r d s . Some c h i l d r e n ca n n o t be e x p e c te d t o f o l l o w t h e s ta n d a r d s f o r th e a v e r ­ a g e o f t h e c l a s s - s e t a sta n d a rd f o r th a t in d iv id u a l c h ild . S e t t h e p a c e f o r th e c h i l d who i s h a v in g d i f f i c u l t a c h i e v i n g , a t h i s own p a c e ; g iv e him d i f f e r e n t i a l a s s i g n m e n t s , s o t h a t he can f e e l t h a t h e c a n g e t a jo b d o n e . L e t him e x ­ p e r i e n c e s u c c e s s w it h in h i s own l i m i t s * A id t h e c h i l d in im p r o v is in g a l ­ t e r n a t i v e s s u i t a b l e t o th e s i t u a t i o n .

Do n o t s e t Rigid standards. D o n 't expect every ch ild to be a b le tp fo llo w the standards f o r th e average o f the c la s s . D on 't expect every ch ild to a c co m p lish the same amount o f work.

B r in g wofck w it h in th e i n t e r e s t s and n e e d s o f t h e i n d iv id u a l c h i l d .

D o n 't tr y to spur children on in terms o f absolute standards o r in terms o f com petition on ly.

D o n 't nag a ch ild in terms o f p e r f e c t performance standards. D o n 't require work th at has no i n t e r e s t nor meets none o f t; > M

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