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The article presents a discussion on the reflection hypothesis, proposed by psychologist Carl Rogers. Rogers defined reflection as a type of response to the client in which the counselor tries to understand from the client's point of view and to communicate that understanding. To test this hypothesis, an investigation was made on the responses made by clinically trained and untrained people to hypothetical counseling situations via pencil-and-paper methods. Findings suggest that clinical skills have been shown to be considerably more than a simple extension of knowledge of interpersonal relations possessed by any reasonably intelligent and emotionally mature person. This appears to be the case at least insofar as one testable notion about therapy, namely, reflection, is concerned.

The article presents information on a study that attempts to assess in detail the backgrounds of combat exhaustion and non-exhaustion in battle-experienced soldiers to determine some of the specific items related to war neurosis. The questionnaire was given to 102 war neurosis patients in a neuropsychiatric unit in the combat zone. This 75-item questionnaire was developed to assess the pre-army and army adjustment histories of neuropsychiatric (NP) and non-NP, battle-experienced soldiers and fresh replacements. It was concluded that pre-army adjustment history was more significant for differentiating NP and non-NP cases (com-bat and non-combat) than army adjustment history or general attitudes toward the future, although the latter two areas are important and should by no means be overlooked in differentiating between NP and non-NP, combat-experienced soldiers.

The article focuses on the establishment of experimental programs for emotionally disturbed children in Arlington, Virginia. The program aims to improve the emotional and educational condition of the children. The program involves the participation of the parents to assist in the undertaking and to help in handling the children. Children are selected based on the children's behavior, intelligence and mental retardation. Teachers are carefully instructed on how to handle emotional and educational problems. The study suggests that a good teaching is essential for the children's growth and progress.

The article presents a clinical study on the results of the Bender Visual Motor Gestalt Test on two groups of school children. The two groups comprise of a group having normal medical histories and the other having medical histories of poliomyelitis who are matched for age, sex, intelligence, socio-economic status, school, and grade before the onset of the disease. It also cites the three factors evaluated which include the motor control, intellectual control, and affective control which showed significant statistical interrelation.

The article determines the effects of the variables associated with poliomyelitis or the variables associated with hospitalization illness on the observed test differences between clinical and control groups. The medical records at the Minneapolis General Hospital, Minnesota and the Sister Elizabeth Kenny Institute are studied based on the medical check list developed. It also compares the results of the school excuse cases and the greatest loss cases in terms of the clinical medical data. Tables of the various results are also presented.

The article presents a summary of the results of the study on the effects of poliomyelitis on the personality and intellectual development of school children. The factors in the investigation include age, sex, intelligence, socio-economic status, school, grade, and examiner. The results provide that boys are more frequently infected with the poliomyelitis virus than girls. It also offers suggestions for future research such as the child's behavior during the illness and convalescent periods which would require the setting up of a specific research program.

The article presents an introduction to the "Monographs of the Society for Research in Child Development" regarding the intelligence and personality factors associated with poliomyelitis among school age children. It cites that personality factors associated with diseases among children should also be investigated. Poliomyelitis ranks first among the crippling diseases on children and it should be studied along with its effect on child development. It also studies the possible effects of the disease on intellectual functions and personality characteristics.

The article discusses the results of the conducted tests on the clinical and control groups regarding the effect of poliomyelitis on the intelligence and personality of school children with respect to their age. Forty-one younger children and sixty older children in the research population are tested. Several tables showing the results of the tests which include the Stanford-Binet IQ tests, the Porteus-Maze test, the Digit-Symbol tests,and the Hunt-Minnesota tests are also presented. A table of the California Test Scores for Four Age Groups is also presented.

The article discusses the results of the conducted tests on the clinical and control groups on the effect of poliomyelitis on the intelligence and personality of school children with regards to their sex and age. Sex differences are considered because of the differential treatment that boys and girls get under conditions of illness and on normal conditions. The conducted tests include the Stanford-Binet tests, the Porteus IQ tests, and the Digit-Symbol tests. It also cites the effects of personality factors such as tenacity, impulsiveness, and irritability.

The article discusses the sampling, methods of analysis, and the procedures used in the study on the effect of poliomyelitis to the development of school children. It also cites the two series of tests conducted. Series one includes the Stanford-Binet test, California Personality Test, Hunt-Minnesota Test for Organic Brain Damage, and Bender-Gestalt test. Series two includes Stanford-Binet, California Personality Test, Wechsler-Bellevue Digit-Symbol Test, and Porteus Maze test. The records are obtained from the Kenny Institute and the Minneapolis General Hospital, Minnesota.

Newly discovered sociological studies of mental health clinics' delivery systems are corroborated in retrospect by the author's current research. New data detail further the empirical, statistical, and systemic features of the delivery system's operations.

The article focuses on some features of child guidance clinic practice in the U.S. A one-page questionnaire composed of 33 items and sub-items was mailed to 522 child guidance clinics, or to clinics within other settings (like hospitals) that dealt with the emotional problems of children. Forty percent of the questionnaires were used in computing results. Items of the questionnaire concerned clinic and team practice, orientation and length of therapy, among others. Comparison between Freudian and non-Freudian oriented clinics as to length of time spent in therapy showed the former group to spend a reliably greater time per case in treatment.

The article examines a basic tenet in clinical work with parents and children, that children's psychological difficulties grow out of and reflect the parent's psychological difficulties. Children have to use their parents as models for adjusting to the multitudinous demands of living; if the parents are disturbed in some of their living relationships, this increases the burden the child carries and increases the likelihood that he will be involved in problem behavior in the same areas and in the same ways as his parents.

The article examines the effects of the different types of poliomyelitis on the intelligence and personality of school children. The seven diagnostic types of the disease are recombined into three classifications for convenience in summarizing statistical results. The three classifications include the bulbar, paralytic, and non-paralytic. The tests include the Stanford-Binet IQ tests, the Digit-Symbol tests, and the Porteus IQ tests. It also cites an alternative hypothesis that some of the non-paralytic cases may retain some motor incoordination and impulsiveness.

The article discusses the results of the conducted tests on the clinical and control groups regarding the effect of poliomyelitis on the intelligence and personality of school children. Results of the Stanford-Binet test, Porteus-Maze test, and the Hunt-Minnesota test are analyzed. It cites that the post-test variability is greater than pre-test variability on both clinical and control groups. It also cites the effects of sex differences in the Porteus-Maze test which may be exaggerated when the subjects are ill or disabled.