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The article highlights the paper "The Transsexual Syndrome in Males. I. Primary Transsexualism," by Ethel Person and Lionel Ovesey. The authors aimed to examine male transsexualism in more detail. They found that in male transsexualism, the child countered separation anxiety by resorting to a separative fantasy of symbiotic fusion with the mother. This resulted to an ambiguity of core gender identity, referring to the sense of maleness. In addition, the authors showed the different solutions found in transvestism and effeminate homosexuality.

Suggests that the measurement of palmar sweat might be a practical means of measuring changes in autonomic nervous-system activity in children which presumably is related to the construct of anxiety. Increases in sweating observed in four- and five-year-old children after hearing a short story that was mildly anxiety-arousing; Measurements that can be made without disrupting the child's ongoing activity.

Considers racial comparisons in the adaptation of the Taylor manifest anxiety scale (CMAS) in children in Illinois. Interrelation between learning tasks, school achievement, intelligence and social status; Administration of the CMAS test on a group basis; Statistical analysis of the anxiety difference between Blacks and White.

This article presents information regarding the books and papers received by the December 1967 issue of the journal "International Nursing Review." The list of books includes "Bedside Nursing: An Introduction," by J. Darwin, J. Markham and Brysson Whyte, "Muscle and Bone," by Harry Asher, "Maternal and Child Health Nursing," by A. Joy Ingalls and "The Functioning of Social Systems As a Defence Against Anxiety," by Isabel E.P. Menzies.

The article focuses on research into behavioral and psychological responses of children to tooth extractions. The article examines psychological adjustment of children who are given advanced warning to tooth extraction to children who are not given advanced warning. It mentions that children's drawings of people were compared to help determine their responses. It comments on child anxiety and suggests that some level of anticipatory fear helps children prepare against the stressful situation.

Described herein is the classroom functioning of 602 students attending eight different urban ghetto schools. Measurement of overt classroom behavior and its relation to achievement success or failure is presented and analyzed. A broad range of behaviors are assessed including levels of reasoning ability, verbal productivity, original and independent thinking, anxiety, rapport, obstreperousness, negativism, withdrawal, and expression of inability to cope with achievement demands. Norms for urban students are presented. No differences were found when the urban sample was compared with a surburban middle class sample for levels of reasoning ability, originality, or independence of thought. Students achieving poorly manifested failure with a variety of identifiable behavior patterns. It was concluded that this information is of value to teachers and mental health workers who wish to communicate about and effectively program for students with achievement difficulties at the high school level. [ABSTRACT FROM AUTHOR]

The article focuses on topics and issues related to school phobia. Psychologists have long claimed that phobias in general, are the neuroses of childhood. But others are skeptical, and contend that school phobia is not a childhood neurosis but rather a learned maladaptive behavior. Children suffering from school phobia dreads some aspect of the school situation, such as the teacher, other children, the journey, other aspects of school life, as well as dreading physical separation from home and mother.

The article presents several periodical articles and pamphlets on physical disability including "The Academic Program of Schools for the Deaf," by Irving S. Fusfeld, a study on the outcomes of a hearing and vision conservation program demonstration in a metropolitan school system by Martha Crumpton Hardy, "Sex Differences on the Revised Beta Examination," by George Lavos, "Anxiety in Children Convalescing from Rheumatic Fever," by Irene M. Josselyn, Albert J. Simon, and Eleanor Eells, and "A Letter to the parents of a brain-injured child," by Merlin J. Mecham

Kuethe's figure placement technique was used to assess the mother-child schema held by 50 fourth-grade and 40 fifth-grade boys. As hypothesized, significant positive correlations were obtained between the mother-child schema held by the child and his academic achievement. Although the schema was also related to anxiety, holding anxiety constant did not materially reduce the correlations between the schema and achievement. The relation was also independent of IQ. Results are discussed in terms of the meaning of the schema and possible intervening variables. [ABSTRACT FROM AUTHOR]

A form of the semantic differential was administered to 8 groups of fifth grade children who differed in their test-anxiety status, sex, and in the condition under which they were administered the semantic differential. The results of factor analyses carried out separately on each of the 8 groups' ratings revealed a good deal of similarity among their structures of meaning. Factors of evaluation and control were consistently found. Analyses of variance carried out on factor scores based on these two factors revealed differences between high- and low-anxious children. The high-anxious children rated concepts more negatively and as being less controlled than did the low-anxious children. These findings were related to previous reports of differences in verbal behavior between high- and low-anxious children. [ABSTRACT FROM AUTHOR]

Theories of play put forward by Piaget and by psychoanalytic theorists suggest that when a child is anxious he will prefer to play with toys on the basis of their relevance to the source of his anxiety, whereas when a child is not anxious he will prefer to play with toys on the basis of their novelty. This prediction was tested by three studies; one study was observational in design, two studies were experimental. Taken as a whole, the results of these studies indicate that: (I) novelty does not interact appreciably with a child's anxious state to produce changes in toy preferences; and (2) anxiety is an important variable affecting a child's preferences for toys having relevance to the source of this anxiety, but the effect can be an increased or decreased preference, depending on as yet unspecified additional factors. [ABSTRACT FROM AUTHOR]

Sixty experimental Ss were individually habituated to an array of eight small toys. Following this, each child was shown four additional arrays and asked to choose one for further play. The five arrays represented a series graduated with respect to degree of novelty as follows 0, 25, 50, 75, and 100 per cent. Anxiety scores for each child were obtained by means of independent ratings by three teachers on a scale devised for this purpose. It was found that for the total group the preference value of a toy array increased as a direct function of its degree of novelty Older children, boys, and low-anxious children preferred greater novelty significantly more frequently then did younger children, girls, and high-anxious children. [ABSTRACT FROM AUTHOR]

Focuses on the test anxiety and achievement behavior systems of elementary school children. Correlation between achievement behavior and reading; Measurement of achievement motivation in school children; Association of arithmetic with reading performance.

Examines the effectiveness of the Children's Manifest Anxiety Scale in determining the anxiety level of junior high school students in Knoxville, Iowa. Comparison between the anxiety level of boys and girls; Relationship between grade and anxiety; Difference between the anxiety level of elementary and junior high children.

Examines the applicability of the Children's Form of the Manifest Anxiety Scale (CMAS) in analyzing the mentally retarded population. Feasibility of the anxiety scores; Validity of the CMAS in measuring the construct of anxiety; Correlation of the anxiety scores with a digit span recall test.

Deals with a study which analyzed the differences between children scoring high and low on measures of manifest anxiety. Background to the study; Methodology; Results and discussion.

Deals with a study which determined the factors behind the anxiety and verbal conditioning in children. Subjects; Word association task; Assessment of anxiety; Results and discussion.

A schedule is presented for observation of adult-child interaction, with a total of 89 adult and 82 child categories, as well as anxiety-hostility ratings. The schedule has been tested and found reliable in studying parent-child interaction in home and laboratory (playroom) and in studying therapist-child interaction. Certain general trends, similarities, and differences in mother-child interaction in home and playroom and in therapist-child interaction in the playroom are noted. The general applicability, strengths, and weaknesses of the procedure are discussed. [ABSTRACT FROM AUTHOR]

In the present study, the authors have attempted to throw a little additional light on the psychoanalytic hypothesis that the nature and the intensity of parent-child conflicts during early training are significantly related to feelings of guilt and anxiety in later life. More specifically, they have been interested in determining any individual variations in the intensity of anxiety which might have resulted from differential parental pressures surrounding the socialization aspects of feeding, control of elimination, parental-sibling interactions, and learning the sex-social taboos and mores of the culture. On the basis of individual responses to an especially selected set of the Blacky pictures a group of Ss was differentiated into Hi and Lo anxiety-intensity groups. The same Ss were then given a modified word-association test designed to represent in a symbolic way the same areas of psychosexual conflicts occurring during the early socialization period. The degree of relationship, if any, between these independent and operationally quite different measures of anxiety-intensity is directly related to the degree of confidence one can place in their general hypothesis.

The article focuses on the attitudinal conversion in an individual after passing through a trauma by his opponents. This attitudinal conversion is noteworthy because it is no mere surface acceptance. Instead, the victim undergoes a basic, deeply rooted change in emotional allegiance. Following his release from the torture, the victim spontaneously and sincerely propounds the principles which he had formerly opposed with equal sincerity and spontaneity. Analogous interpersonal threat situations and reactions to them are extremely common in our society. But sometimes few people resist to this absorption of behaviors of oppressors, which leads to the concept of difference of personality components in them. This article, in specific, measures some of the personality characteristics which distinguish Jews with relatively much anti-Semitic bias from those with relatively little anti-Semitic bias. Any new environmental stimulus which impinges upon the individual evokes anxiety. In the infant this anxiety is often completely disorganizing and painful. In order to protect himself from the arousal of this anxiety, the child develops the earliest and most basic of all personality defense mechanisms, that is, identification.

This article presents information on various issues related to social work. The major aim of the study was to enhance knowledge relevant to the total care of fatally ill children, i.e., the extent of their emotional problems. This information is valuable for effective program planning. For example, if a child were aware of or suspected the significance of his illness that is, his impending death, the accompanying anxiety would be highly upsetting to him and would become a concern for staff. More important, perhaps, is how the child is handling his anxiety. The ability to tolerate anxiety is considered a positive mental health value. A guiding principle suggests that treatment of a child with a catastrophic illness should deal with the mental health of the child and his family. Some studies have focused on mothers of children hospitalized with leukemia. The threatened and actual loss of a child can be a traumatic experience for the child, the mother, and the family as a whole. The anxiety present in such a situation is a complex interaction between family members, particularly mother and child.

The article presents an evaluation of clinical diagnosis by the objective-analytic personality batteries. The possibility of more reliable service to patients, as shown by diagnostic certitude that decidedly exceeds that by other methods, as may be seen here, surely should be enough to lead the clinician to overcome the technical strangeness of the domain. If such unitary traits as are replicated here, anxiety, regression, dissofrustrance, ego-assertion, general inhibition, exvza, and so on exist and demonstrably account for a substantial fraction of objectively measured behaviors, then surely they represent concepts around which clinical psychology can develop some very useful laws.

Describes some of the characteristics of children with complaints of recurrent pain or psychogenic pain. Hostility; Dependency; Anxiety; Excitability; Negative reactions of children with psychogenic pain.

The article reports on the individual differences in resistance to temptation (RTT) behavior in adolescents. Resistance-to-temptation (RTT) can be viewed as avoidance learning associated with parental punishment. Thus, individual differences in reaction to punishment should affect RTT differentially, since the child learns inhibition in order to avoid the anxiety associated with prior parental punishment for a specific deviant act. Therefore variations in RTT result from differences in condition-ability, and conditionability is assumed to be a function of two basic personality dimensions-introversion-extraversion and neuroticism.

This article presents information related to a study focusing on achievement motivation among Chinese children. Studies of achievement motivation have demonstrated that its characteristics are different for men and women, the nAch of women being closely bound up with social approval. It might be expected that the origins of nAch would be different for the two sexes, but the generally accepted link between independence training and achievement motivation is based almost exclusively upon samples of boys. Since dependency is expected of girls, interference with its expression may indicate maternal rejection and that an achievement motivation based upon desire for approval cannot thrive under such circumstances. Passive-dependency and anxiety are detrimental to achievement strivings, and anxious dependency results when the child's dependent overtures are both rewarded. The subjects were 36 six to ten-year-old children from an agricultural village in northern Taiwan. A verbal measure was used to evaluate achievement motivation. Two of the four items, low reward for dependent overtures and early training in self-reliance (feeding and dressing), were significantly related to achievement motivation in boys, as was a summary score based on all four items.

The article discusses the author's views on whether the emotionally disturbed children should be mixed with the brain damaged ones. He argued that the combination would be a kind of disservice to both groups of children as well as to their respective teachers. He added that both groups of children exhibit learning disabilities and irritating behavior. Furthermore, the hostility of both groups to learning approach differs. In addition, the types and frequency of deviation from curriculum likely to be effective with emotionally disturbed children are more often than not likely to interfere with the process of learning with the brain damaged ones.