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The article cites a study that seeks to explore social deprivation and performance at school in Great Britain. The study discusses an alternative approach of identifying children on the basis of three broad categories of social handicap. For the purpose of this study, an index has been devised and its validity has been tested by correlating degree of handicap with a series of psychological tests and behavior ratings. The study led to the conclusion that a measure of social handicap is not a direct measure of the cultural environment that are considered to have impacts on intellectual and personality development. The study concludes that some school had some adjustment problems although maladjustment of personality may be present only in a minority.

The article discusses mental health morbidity in a suburban community. It reports the prevalence of mental disorders in the population served by the agencies responsible for the public mental health sector of services in a rapidly growing suburban area. In the course of one week 1,516 individuals with mental or emotional disorders were reported. Analyses of the age by sex by type of disorder revealed differential morbidity rates among children and adults. Among children, males exceeded females but among adults the ratio was reversed. Married females were reported twice as frequently as married males. Psychoneurosis and personality disturbances were the two predominant disorders among adults whereas mental deficiency and personality disorders were predominant among children.

The article presents information on emotional indicators on human figure drawings of shy and aggressive children. A recent study showed that 30 signs on human figure drawings (HFDs) are valid emotional indicators for children age 5 through 12. It is now in order to interpret the clinical meaning of the nine emotional indicators that occurred primarily on the HFDs of the shy and the aggressive Ss, and to compare these findings with those of other investigators.

The article presents information on Minnesota Multiphasic Personality Inventory (MMPI) profiles of the parents of behaviorally disturbed children and parents from the general population. Demographic data and MMPI profiles were obtained from the parents of 544 behaviorally disturbed children. An analysis of the demographic variables indicated that our sample was representative of upper midwest parents relative to age, marital status, family size, paternal occupation, religion, and rural-urban residence. The parents of the behaviorally disturbed children were compared with the MMPI standardization group, largely parents themselves, on 13 MMPI scales.

The article cites a study to explore further the construct validity of the Miniature Situations Test (MST) using clinical groups and controls. It was assumed that brain damaged, orphaned, and public school children represented different life experiences and accordingly different global personality make-ups. It was further assumed that if differences in behavioral responses, as measured by the MST, were found to be consistent with personality attributes commonly associated with each of these groups, then support for the constructs presumed to be measured by the MST would be obtained.

The article presents a study that investigated the manner and extent to which certain inner dynamics of personality are elicited by the Children's Apperception Test (CAT). Four groups of kindergarten children in Winnipeg, Canada schools were studied. Since apperceptive responses might give some indication of the inner dynamics of personality that were operating, all apperceptive responses were further classified according to the dynamics suggested by psychoanalysts Leopold Bellak and Sonya Bellak.

The article deals with personality factors in nursery school children as derived from parent ratings. The present study is part of a much larger project designed to obtain descriptive information on personality structure among children in three different age ranges, and to relate that information to previously established knowledge about personality structure in adults. The study concerns ratings by parents, which are less clearly objective than actual behavior observations, or even teacher ratings, but which are based on a long and intimate relationship which no other observers can duplicate.

The article presents an account of the studies carried out to assess the personality factor structure of 11-year old children in terms of behavior rating. The subjects for the experiment were 173 children, of which, 81 were boys and 92 girls. A set of 36 traits was used in these studies. The testing procedure was as follows. Traits were dealt with one at a time, only two or three coming up for consideration on one day, and the rating was spread over four weeks. On each trait the children were given printed statements together with illustrative and summarizing material which space prohibits here. Critical incidents were discussed. They were asked to cooperate in honesty and anonymity to forget any other rating they had made on the subjects. They were also instructed to assign only the approximate half of their cottage peers to the medium category and split the remaining half up evenly into the high and low category on each trait.

The article reports on Negro and White children's personality. In a recent study it was found that the mean IQ for a group of 207 Negro children and adolescents was significantly lower than the accepted white norms for intelligence tests. The average adjustment rating achieved by the white group is 2.48, representing a mean adjustment about halfway between "mildly neurotic" and "neurotic." In addition to the quantitative adjustment ratings, certain qualitative differences were apparent. In the drawings of the Negro children all three examiners were struck by the stark bleakness of many of the Trees and their shortened branch structures. Since the results of this study were obtained from the students in only two schools of one community, the validity of the results should be tested on other pairs of comparable groups.

The article presents a study in which forty-six children and adolescents, and their parents were studied by means of a specially devised rating scale in the rating of which Rorschach protocols were used as the sole source of information about their personality structures. The data obtained from the rating scales were analyzed by means of analysis of variance techniques in order to test the hypothesis that the individual family members are homogeneous on the several variables studied. A second hypothesis derived from the data concerned the question of whether or not the early socialization conditioning and inherited characteristics of children of pathological parents bad a cumulative conditioning effect upon the nature of personality development in the children.

This article presents some of the evidence indicating the importance of noncognitive variables in determining how well the socioculturally retarded child will achieve in structured testing and scholastic situations. Socioculturally retarded children come from intellectually and experientially restricted environments, and such environmental restrictions appear to influence the personality structures of these children. They approach formal testing and scholastic situations with poor achievement motivation, with little expectation for success and high expectation of failure, with heightened anxiety, with poor self concepts, and with a need for emotional nurturing. These noncognitive variables influence learning so that consideration must be given these factors along with the consideration given to cognitive variables in formal academic programs. [ABSTRACT FROM AUTHOR]

The problem of grouping children in the classroom for the purpose of improving teaching has been traditionally approached by making groups homogeneous on the basis of age, intelligence test scores, achievement tests, or personality measures. Using an alternative approach, involving direct assessment of academic productivity and pretraining to work in groups, two studies are presented in this article. Experiment I showed that through the management of reinforcement contingencies a teacher could develop and maintain a high rate of academic productivity in a group of two boys with school adjustment problems. Experiment II, which applied similar techniques to a larger group, showed that high rates of work behavior could be maintained as the size of the group increased, and suggested that the proximity of the teacher may be related to the amount of study behavior generated. [ABSTRACT FROM AUTHOR]

The article focuses on the operation of a program which accommodates atypical children in the Diagnostic Preschool of The Miriam School in Saint Louis, Missouri. The program is intended to analyze the developmental patterns of the children, design a developmentally planned school program and work together with parents to improve the child's ability to function in the home and community. Each child is thoroughly guided for him to realize his maximal intellectual potential. All children have been evaluated and reevaluated on a number of visual motor dimensions.

Groups of gifted and average elementary school children from upper and lower status backgrounds were compared on measures of height, weight, personality traits, interests, activities, and creative thinking. Group differences between upper and lower status gifted children were found to be associated with differences in socioeconomic background. Group differences between gifted and average children regardless of socio-economic background were also disclosed. The findings emphasize the importance of controlling for socioeconomic status in studies where gifted and nongifted children are compared. [ABSTRACT FROM AUTHOR]

The Children's Personality Questionnaire was administered by two investigators to children enrolled in special classes for the educable mentally retarded in Indiana. One group included 158 children and the other 171 for a total of 329 children with a mean age of about 12 years and mean IQ's about 65, range 50–80. The studies, conducted independently, are reported in parallel so that results may be compared. There is some evidence that this questionnaire does reveal a pattern of personality which may be useful in identifying children for special class assignment. [ABSTRACT FROM AUTHOR]

This study attempts to evaluate the desirability of pressuring creative children for academic achievement, and the personality theories underlying such decisions. Neither the emotional adjustment nor the personality characteristics of creative children were significantly affected by their achievement level. This suggests that arguments based on the effect that pressure for academic excellence will have on the personality of the creative child are without foundation. [ABSTRACT FROM AUTHOR]

The article considers the concept of neutralization as a useful tool for teachers of disturbed children. Neutralization means freeing the child's area of problem that depends on those personality characteristics in which he happens to be weakest. The schools are planning for disturbed children by providing special counseling and referral services. It is suggested that neutralization can be considered an additional classroom tool to minimize the influence of personality problems on the learning process of disturbed children.

The article investigates the reaction of deaf children and normal hearing children to frustration. A number of studies have been dedicated to determine the different kinds and degrees of personality disturbance associated with hearing loss. Questionnaires, rating scales, paper and pencil personality tests were used to measure indirectly to measure the adjustment of hearing impaired children. The response tendency of hard of hearing children reflects their ability to endure and meet the emotional stresses of frustrating experiences.

A list of periodical articles and pamphlets related to exceptional children is presented. They include "Measurement of the Intelligence and Personality of the Deaf: A Review of the Literature," by Stanley Berlinsky, "Counseling the Parents of Acoustically Handicapped Children," by Leroy D. Hedgecock and "A Report on the Hearing Survey in the Public Schools of Pennsylvania," by James E. Landis.

The article profiles the life of Elizabeth E. Farrell as a public school teacher in New York City. Farrell possesses a forceful personality of achieving her determination on the educational concepts of children with variations in mentality. She had her battle in the public schools to achieve a goal that every child should be given a favorable chance to enhance his capability. Moreover, with countless complications, she continued her struggle by participating in many educational activities.

This article presents information on research papers published in this issue of the journal "Marriage and Family Living." One research paper "Social Class and Family Control of Television Viewing," examines class differences in parental policies governing the use of the family television set by the children and the whole family. The sample consisted of 102 white mothers having children between 2 and 18 years of age. Data were obtained by a pretested interview schedule consisting of 24 open-ended questions. In another research "Personality Characteristics of the Mothers of Aggressive and Unaggressive Children," The general hypothesis was that the tendency to develop aggressive techniques may be determined by inherited constitutional factors of introversion-extraversion and neuroticism. The participants were 48 mothers and their 108 children who were between 7-11 years of age. The children's aggressiveness was rated by two teachers and the mothers' extraversion and neuroticism was measured by the Maudsley Personality Inventory.

The plethora of research on the employed mother by social scientists during the past decade is a collective reaction to popular beliefs concerning the motivations and consequential effects of mothers' working outside of the home for remuneration. Defeminization, family instability, rejection of children, creation of juvenile delinquents, loss of intimate emotional relationships with children, distorted personality development of children, and poor school performance by children are a few examples of perceived consequences of a mother's working away from home. It is maintained that maternal employment is a basic social change in American society. A research question is a relationship of maternal employment to changes in other social systems. Another researchable problem is the relationship of child bearing and child rearing activities to the mother's adjustment regarding occupational discontinuity and continuity. The mother's working is no longer considered a deviant form of behavior in large segments of American society.

It is frequently asserted that maternal employment has a deleterious effect upon the development of children. The more sophisticated basis of this generalization rests upon the simple and deceptive generalization of results of studies of extreme maternal deprivation to situations involving the employment of mothers who have preschool and early school-age children. Inferences based on the anthropological data and the comparisons of the infants who had multiple-mothering experiences during infancy with a control group of children suggest that maternal employment per se should not be conceptualized as maternal deprivation and, hence, should not necessarily be a detrimental influence on the personality development of children. The five indices of maternal employment used in the present study included the number of months the mothers were employed during the time the children were: less than four years of age, four through six years of age, less than seven years of age, the 30 months preceding the time of data collection, and the lives of the children included in the sample. The conclusion of this study is that maternal employment per se is not the overwhelming influential factor in children's lives that some have thought it to be.

The article cites a study conducted to determine whether creative experiences in workshops of children's art are effective in helping children with learning difficulties improve their reading skills by eliminating the ill effects of deprivation on their personal development. It is reported that the staff of the Education Department of the Pasadena Art Museum in California conducted research regarding this between October 1963 and May 1964. The hypothesis, procedure and outcome of this investigation are reported. It states that the results justify further exploration of the use of creative art in modifying the personality of deprived children.

The article discusses various aspects of children's art. It describes the major factors that determine children's art. It also refers to a study conducted to develop and employ a scale for examining the changing features of child art. Most of the studies conducted in this field present different outcomes. Some of them reflect the influence of personality dispositions on the drawings by children; one puts emphasis on the level of conceptual maturity, while another explanation holds that the changes found in children's drawings are influenced by the child's ability to perceive visual differences. Certain other outcomes suggest the environment of upbringing as responsible for such changes.

The article evaluates and describes the assessment of adaptive behavior in retarded, multiply handicapped, institutional infants through an automated operant behavior play device at an ordinary playpen. Significantly, the research aims to test the effectiveness of a new method for examining sensorimotor manifestations of attention, purposefulness, remote selectivity, and adaptive behavior. Furthermore, the method of behavior evaluation used consists of allowing infants and young children to play with automated toys that provide experimentally controlled programs of audio-visual stimulus feedback. The PLAYTEST Model 65-A which is a compact, portable instrument system for conducting studies of children's performance for audio-visual reinforcement in natural environments was used. The results were discussed in terms of Piaget's analysis of the sensorimotor period of intellectual development.

The article presents a study on personality traits of institutionalized mongoloid girls. The experimentation is aimed at developing statistically confirmable manifestations of the syndrome through using ratings and behavioral descriptions. Both the ratings and behavioral checklists provided quantitative evidence on personality characteristics among mongoloids.

The article discusses intra-group differences for the drawings by educationally subnormal children. The study showed that deviations in personality make-up are reflected in deviations from norms. Furthermore, the results have established definite differences in the execution of various features of the drawings. The author concludes that the demand to draw a person stimulates automatically the projective and identifying processes in the subject and he begins to draw what is most interesting to him, namely himself.

The article focuses on a study of frustration in the Brown Schools for Exceptional Children in Austin, Texas. The resident center chosen is composed of students whose intelligence quotients range from 35 to 119. Arrangement in the resident center depends on the variables of personality organization, chronological age, intellectual ability-potential, physical state and social adjustment, which would indicate that further development of an individual is attainable.

This article discusses the personality difficulties, emotional deficits, and discipline problems of deaf children with mental disabilities. Intellectual stimulation fitted to the child's special needs and lack of proper home training are factors in the success or failure of mentally deficient hearing impaired children.

It is contended that the Rorschach method is successful in analyzing the personality of children, that it permits an understanding of their "private worlds" and offers an insight into the underlying mechanisms of personality. In child deviates, it suggests therapeutic approaches; it gauges the effectiveness of treatment and the extent of recovery. In short, it works. Despite the subjectivity of the scoring, the sparsity of the norms, the reliance on clinical validation, the interpretation in terms of results from adult or psychiatric material, the method, from the pragmatic point of view, is valid for use with normal children. Because of such clinical and pragmatic evidence, it is justifiable perhaps to apply the Rorschach method in the clinical field, for there all methods and procedures available to the clinician, including the interview and personal and subjective judgments, are put to service. There can be no doubt that the Rorschach method in individual diagnosis of children can yield important information. But if the method is to be used as an instrument of research in studies of children, it must be established scientifically as a valid instrument. Thus the problem of the extent to which Rorschach results are valid for the normal child is of importance. In the present state of development, many results are inconclusive and invalid, and conclusions for younger children, especially, are of doubtful value. Results cannot be accepted as anything but tentative where the number of cases is small, the technique is not described, sexes are not differentiated, groups are casually compared, controls are not used, and standards of scoring and norms which are based on adult or psychiatric groups are applied. To be serviceable as an instrument of research, results must meet scientific requirements. Thus it may be said that studies based on the Rorschach method in the field of the normal child have been valuable in suggesting promising hypotheses and in pointing the... [ABSTRACT FROM AUTHOR]

The article focuses on the observation of the behavior of the child during the intelligence test using the Stanford Binet test. According to the author, intelligence test will be administered to each child after they have become accustomed to nursery school. Administering the test primarily gauges their intelligence, and as evidence on the whole debatable question of the changing intelligence quotients of children. In addition, a great deal of interesting material comes out on personality differences between children in their handling of this standardized situation. Other significant analyses of the author are presented.

The chapter deals with a study that examined the persistent qualities of individual children, as seen apart from the newness of the situation and as carried over from one age to another. Also, special consideration will be given to deviations from these settled qualities as they relate to factors in the child's personality and environment. The items of watching and associative play seem better indices of emotional adjustment and social maturity than the other two because they present sharper differences between individuals. A young child talks a great deal to the room as a whole. It is a definite communication quite different from the talking he or she does off in a corner to himself or herself over his or her solitary play. It is social, a bid for attention, without recognizing individuals as listeners, and goes on whether anyone pays attention--not waiting for responses. Therefore, excessive speech to adults suggests a desire for adult attention or reassurance. Of course, participation in organized group activities was of a more advanced character, interest lasted longer and more ideas originated in the group as age increased, but the willingness to gather together in a group and participate appropriately for a given age seemed more an individual than an age matter. An emotional disturbance was defined as any instance where a child was led to express his or her emotions by crying, screaming, stiffening on the floor, gagging on purpose to gain attention or other such violent manifestations.

The article presents several forms and sample questioners related to the assessment of the personality and behavior development of the children in the U.S.

Chapter 7 of the book "Monographs of the Society for Research in Child Development" is presented. It presents the methodological aspects of a longitudinal study of personality and behavior development in a normal group of children in the U.S. It reveals that the relationship of a child to himself is based on clinical judgments from summarized findings by age as well as by environmental changes. Teachers' judgments of first grade children shows little difference in social adjustment.

The article discusses the relationship of intelligence and physical factors to personality traits of children. Studies have revealed that children having superior intelligence quotient, having scores above 140, have manifested higher scores than the unselected control group, in terms of moral traits, volitional traits, emotional stability, and sense of humor. However, little difference has been noted. Generalizations regarding personality traits of children with extreme mental defect are difficult to draw, since there are many clinical types of amentia. Susceptibility and impulsiveness are likely to be prominent symptoms when intelligence is too low to enable the individual to foresee the consequences of his acts.

Examines whether there would be differences in academic achievement, personality and sex-role identification in an experimental first-grade where men participated in the instruction and a control first-grade where the children were taught solely by women. Changes in the attitude of men who participated in the instruction of children in first grade; Performance of children with increased identification with the male figure; Relationship between male participation in the primary classroom and improved performance by boys.

This article discusses a study which investigated certain social, linguistics, and achievement characteristics of a group of shy, uncommunicative children in the middle grades of a suburban school district in the U.S. The study is based on the researcher's clinical experience, which suggests that the shy child has areas of deficiency other than oral communication. The procedure for conducting the study is stated.

The article explores the functions of arts in the elementary school setting in the U.S. Such functions include the appreciation of art, satisfying creative drives, expressing personality development, understanding a complex array of cultures, as well as providing safe catharsis and therapy for normal and handicapped children. On the other hand, fostering the child for pattern awareness and beauty has been sought as the school's primary responsibility.

The article reports on various non-school-related factors that affect learning capabilities among children with normal intelligence in the U.S. Such factors include mental malfunctioning, emotional and personality factors, as well as the physical condition of children. For these reasons, educational research have been conducted for the preparation of better methods in developing techniques to increase provisions for differences in educational level and learning rate.

The article presents a study which aims to determine the personality resemblance between exceptional children and their mothers in the U.S. Computations were made on the means and standard deviations for each of the scores on the California Test of Personality. It was found out that exceptional children in the study were high in sense of personal freedom, self-reliance, and community relations, but low in social skills, freedom from antisocial tendencies, and school relations.

The article discusses the study on the personality in children using the Twenty-two Trait Personality Scale. The scale consists of 22 direct questions related to the traits which include the pep, intelligence, and sociability. Tables are presented showing the norms of several ratings including the rating of children by children. It was concluded that the Twenty-two Trait Personality Scale may be advantageous to both teachers and others with the child of elementary-school level.

The article discusses a colored paper strip method devised by the author that can help teachers to know their pupils better in less time and thus enable them to meet the needs of the pupils more effectively. The author asked the students to choose a colored strip from among a pile of colored strips and their decisions threw light on their mental workings at that particular time. This method aims at determining the basic personality organization and tension system of children. It can be used to supplement reorganized and tested methods that try to assess and diagnose the achievements of children and their social emotional status.

This article focuses on the utility of formal education. The major emphasis in formal education has been upon communication of knowledge and training in skills. Learning is not an inevitable counterpart of teaching, rather, learning is like the process of nutrition. Each individual takes in the common foodstuffs, carbohydrates, proteins, fats, minerals, and vitamins, but he selectively accepts and converts what he can use and eliminates what he does not accept and cannot use. Likewise, the individual selectively accepts and rejects every experience, assimilating it into his private world, after converting it into the form that will fit his preconceptions. The evidence for this interpretation of learning and for the existence of these private worlds is to be found in the many clinical studies of the personality of children, adolescents, and adults. It is also observable in the performance of students in schools and colleges, especially in their recitation and examination replies wherein they show clearly what their lessons have meant to them.

This article presents information regarding the follow-up studies of intellectually gifted children. But the foundational work is a sine qua non of genuine educational reform in this held. First of all it was necessary to have measures of intelligence that would place a subject with reasonable accuracy in the scale of human abilities. In the second place it was necessary to clear away a mass of erroneous traditional opinion regarding the physical and psychological characteristics of the intellectually gifted. This too, in some measure, has been accomplished. In the fourteen years that have elapsed since the publication of author's findings on the Mental and Physical Traits of a Thousand Gifted Children, few if any of the major conclusions there drawn have been seriously challenged. Such is the gifted child in terms of central tendencies. The composite picture can be drawn in no other way. Actually, of course, in any considerable group of such children one finds a rich variety of mental and personality patterns. No two, unless identical twins, are alike. Each presents his peculiar problems. Nevertheless, the establishment of these central tendencies was highly necessary, for the lines they follow naturally determine educational attitudes toward gifted children as a class.

Research has dealt mainly with the end-products of social learning and their relation to various antecedent conditions. Only slowly have the process of learning and change been brought into focus. This article studies the adjustment of children to desegregation in a summer camp as a process of acquiring new behavior patterns, new attitudes and values, in a society that structured social relationships in an egalitarian way. It examines the individual's experience as he adapts to new requirements in interpersonal relationships, and with his changing psychological definition of the situation over time.

The parents of 156 children six to eight years of age were tested on a childrearing questionnaire adapted from the Sears et al. (1957, 1965) interview schedule; and the children were tested on the 13-factor Early School Personality Questionnaire (ESPQ). Separate oblique factor analyses were earned out for the mothers' questionnaire, the fathers' questionnaire, and the ESPQ. Factor scores were then computed for each child, seven scores being fathers' childrearing scores, eight mothers' childrearing scores, and the thirteen ESPQ scores. A series of thirteen stepwise multiple regression analyses were conducted with the fifteen childrearing factor scores serving as predictors in each case, and the thirteen ESPQ factor scores entered separately as criteria. The combination of fathers' "strictness of discipline" and mothers' "high annoyability" was related to ESPQ "affected by feelings" and "apprehensive" factor scores, while the combination of fathers' "strictness of discipline" and "dissatisfaction with home life" was related to ESPQ "outgoing" and "happy-go-lucky "factor scores. The fathers' "strictness of discipline" factor was further related to ESPQ scores of "phlegmatic," "vigorous, "and "tense. " The fathers' "dissatisfaction with home life" was additionally related to ESPQ "tough mindedness." The fathers' factor "dislike of intrusive child behavior" was related to the children's "expediency " factor. [ABSTRACT FROM AUTHOR]

The article presents a study of personality in pre-school groups. During a two year period, the writer worked closely with two groups of young children in a pre-school laboratory, a situation which offered an excellent opportunity for the study of personality. Recently, sociologists have been pointing out the fallacy of isolating a personality from its social setting and studying it as a self-contained unit; and they have been directing attention to the importance of status, the social role of the individual, his position in the group or groups of which he is a member, in determining his personality. The two play groups were organized under the direction of the Iowa Child Welfare Research Station, as a means of providing a laboratory for the study of pre-school children. The children in the two groups were given a great variety of intelligence tests. It was interesting to note how inaccurate a picture of the child's social status or personality could be formed from his scores on these various scales. The most intelligent children, according to the tests, might in the social group he among the most prominent or the most inconspicuous, and this was true also of the dullest children.

To be of real help to children with learning disorders, the teacher requires personality attributes, training, and function very different than the archetype. To select a teacher who has the desired personality attributes, to provide the proper training for that teacher; and to afford that teacher the opportunity for optimal success in habilitating those children requires a change in concepts on the part of the university and public school administrators. [ABSTRACT FROM AUTHOR]