Close
Home
Collections
Login
USC Login
Register
0
Selected
Invert selection
Deselect all
Deselect all
Click here to refresh results
Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
A social adjustment class for primary children: A preventive program.
(USC Thesis Other)
A social adjustment class for primary children: A preventive program.
PDF
Download
Share
Open document
Flip pages
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content
A SOCIAL ADJUSTMENT CLASS FOR
PRIMARY CHILDREN: A
PREVENTIVE PROGRAM
A Project
Presented to
the Faculty of the School of Education
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Helen S. Kemp
'j i
June 1961
UMI Number: EP50241
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Dissertation Publishing
UMI EP50241
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106- 1346
E-di ' Gf k!32
This project report, written under the direction
of the candidate's adviser and approved by him,
has been presented to and accepted by the faculty
of the School of Education in partial fulfillment
of the requirements for the degree of M aster of
Science in Education.
Date.
Adviser
TABLE OF CONTENTS
CHAPTER PAGE
I. INTRODUCTION ............. 1
Purpose of This Project
Procedure Used in Making the Study
Organization of the Project
II. RELATED LITERATURE . ............. 9
III. HISTORY OF SOCIAL ADJUSTMENT ROOMS IN
THE LOS ANGELES CITY ELEMENTARY
SCHOOLS ........ ........ 18
Admission Criteria for Welfare Rooms
Placement of Pupils
Admission Criteria for Social Adjust
ment Rooms
Placement Procedures
IV. COMMUNITY,SCHOOL, AND SOCIAL ADJUSTMENT
CLASS . ............. 23
Community
School Setting
Physical Environment
Description of the Group
Instructional Program
V. PRESENTATION OF SPECIFIC CASES .... 36
Manuel
Donald
Donna
George
Ralph
VI. SUMMARY . . . ............. 59
Conclusions of This Study
BIBLIOGRAPHY 69
ii
CHAPTER I
INTRODUCTION
The education of emotionally disturbed and socially
maladjusted children has recently been receiving a great
deal of attention. Communities deeply concerned by the
i
: increase in delinquency and by the number of rebellious,
i disturbed children in the schools are about to face the
! need for special educational programs for these children.
There have been few efforts in the past to develop special
classes for emotionally disturbed children in regular
public school settings. The neglect in this field has
| done much to disrupt the education of the normal as well
■ as the disturbed children. In the past schools have tried
to cope with emotionally disturbed children by excluding
them from school, shortening their day, sending them to
neighboring schools for a change of environment, retaining
them, promoting them, or just permitting them to flounder.
:(23:64)
Many educators have considered that the emotionally
disturbed child was not the public schoolfs responsibility.
If he could not behave in school, then his parents should
| place him in a special private school or institution.
However few parents can afford expensive residential care
or prolonged psychiatric treatment for their children.
Therefore the schoolfs attitude is beginning to change
1
and many programs for emotionally disturbed children are
being tried in the public schools. It appears necessary
that the schools provide some practical program for edu
cating these disturbed children.
An emotionally disturbed child may be thought of as
one whose feelings about himself and others differ mar
kedly from what a child should feel at his age. His
misbehavior is the outward expression of the inappro
priateness of his feelings. The growth of the child*s
feelings has not proceeded as it should. His emotional
growth may have stopped at a certain point or regressed
to a point. Emotionally disturbed children include those
who are mentally ill. They are the autistic, the strange,
fantasy-ridden, out-of-touch children, and the non-
communicative children whose difficulties may be congen
ital or the result of rearing experiences. There are also
the borderline cases which include the children who are
inadequate, schizoid, or impulse-ridden. Then there are
the aggressive, rebellious, acting-out, tough children.
Finally there are the anxious, guilt-ridden, self-punish
ing children. These are the ones who have the psycho
neurotic tendencies. These are all children whose feelings
are generally appropriate to an earlier age, but complica
tions result from the fact that "these feelings are in
chronologically older bodies and that social expectation
is in keeping with their physical size.” (24:289)
The socially maladjusted child manifests behavior
that deviates from socially approved or accepted behavior.
He does not conform to rules or classroom standards. He
may be the truant or the habitually tardy child. His
behavior is an external manifestation — a danger signal.
In order to help hkm one must find the underlying cause.
(24: 288)
In Initiating the type of service needed to deal
with this group of children the school is faced with many
problems. These Include finding qualified teachers, pro
viding extra counseling and guidance services, and estab
lishing an adequate instructional program. At the present
time in California no extra funds are available, for the
education of emotionally disturbed children, therefore
the school district must bear the full burden of this
extra expense.
Most experiments have indicated that the number of
children in these classes should not exceed twelve and
that eight is a far more desirable number. A regular
classroom must be available, and additional supplies and
equipment for the room are necessary.
The teacher must have special training to work with
these children. She must be one with a keen interest in
guidance, a deep understanding of emotional problems, a
genuine interest in children, and a friendly attitude
toward their parents. Because emotionally disturbed
children are generally educationally retarded, she must
also be a skilled teacher with a knowledge of remedial
teaching techniques. MThe teacher of disturbed children
must alleviate excessive anxiety, minimize competitive-
; ness, and maximize success to teach them. She must have
! special training to work with these demanding children.”
: (20: 81)
The instructional program should be of a remedial
type. In most experiments an activity-type program has
i
! been used. Emotionally disturbed children are often over-
active or unable to maintain interest in one activity for
long periods of time. Therefore their program must in
clude more time for construction, crafts, art, music,
■ clay work, and games than the program in a regular class-
■ room. In instances where these programs have been tried
i
1 on the elementary level it was felt that a full-time
insti*uctional supervisor or consultant should be assigned
to each group of five or six classes (24:291). For these
reasons this special class program would be more expensive
than that in a regular classroom.
In the past two years the Los Angeles City Elemen
tary Schools have expanded their services for emotionally
disturbed children. These classrooms are designated as
Social Adjustment rooms. The work being done in this area
is still on an experimental basis and many different
types of programs are being used.
Purpose of this project
The purpose of this project was to try to determine
some of the values of a social adjustment room at the
primary level. This includes the value of the room from
the point of relieving the regular classroom of serious
behavior problems and also the value of the program as it
pertains to the actual children placed in the room. The
cases of five children placed in this room have been
presented, and their progress during the year has been
followed to try to determine if their behavior has been
changed by this placement. The purpose of the study has
also been to review the program as it exists and make
recommendations for improving it. tx
Procedure used in making the study
1. An individual intelligence test (Stanford-Binet,
Revised Form L or L-M) was administered to each child
before placement in the room. These tests were admin
istered in order to determine the child’s scholastic
capacity, to determine if he was capable of being edu
cated in a regular classroom, and to afford the school
counselor an opportunity to study and observe the child
in the test situation.
2. Various other achievement and personality tests
were administered in order to help in diagnosing the
childfs problems and to help in planning his school
program,
3. Individual conferences were held with the chil
dren at intervals during the year in order to discuss
their problems, interests, attitudes, and feelings.
These conferences were valuable in making plans for
program changes and for parent conferences.
4. Frequent conferences were held with the teacher
in the social adjustment room and with other teachers
having contact with the children in the room. These
interviews served as a means of evaluating each child*s
progress academically and socially. They also helped
clarify problems that were to be discussed with parents
and aided in making future plans for each child.
5. Conferences were held with the school principal,
doctor, nurse, and Welfare and Attendance Supervisor.
Since all of these people were acquainted with the chil
dren in the social adjustment room, the pooling of infor
mation was of utmost importance. The principal, whose
duty was the administration of the entire program, had an
over-all view of the situation. The doctor and nurse
often had information gained through follow-up on clinic
referrals, contact with parents on health problems, and
data obtained from private physicians. The Welfare and
Attendance Supervisor was often asked to make home calls
to cheek on children who were absent or tardy. This con
tact was invaluable in helping gain a total picture of
the child.
6. Parent conferences were held to discuss the
problems of each individual child, and to give suggestions
for ways in which the parents might work with the school
personnel to help the child grow academically, socially,
and emotionally. The program was explained to the parents
and the child's progress was discussed. These conferences
served as a means of sharing information for both the
school and the parents.
7* Frequent observations of the children were made
in the classroom and on the playground. These observa
tions were another means of studying the children, of
evaluating their progress, and of making plans for im
proving the program. The children often did not realize
they were being observed. This type of study could be
more objective than the teacher's observations and often
revealed valuable information.
The children in this study were observed and studied
from the time school began in September i960 until April
1961. They were all in the primary grades. The case
studies presented in Chapter Five are actual cases of
children in the classroom, but the names have been
changed to avoid identity.
Organization of the project
The material presented in this project has been
organized in six chapters followed by a bibliography.
Chapter One presents the purpose of the study and the
procedures used. Chapter Two deals with literature
related to the subject. Chapter Three gives information
about the history of social adjustment classes in the
Los Angeles Elementary Schools. Chapter Four presents
a description of the community in which the school in
the study is located, the school itself, and the class.
Chapter Five is devoted to the presentation of the cases
of five children in the social adjustment room. Chapter
Six summarizes the study and presents suggestions for
improving the present program.
CHAPTER II
RELATED LITERATURE
During the school year 1957-1958 a survey was made
in the elementary classrooms of the Los Angeles City
Schools to try to determine how many seriously disturbed
children were attending school in regular classrooms.
The teachers were asked to state the number of children
who they felt were severely disturbed and the number who
were less disturbed but were still serious behavior prob
lems. The survey indicated that the teachers felt every
classroom had from two to three severely disturbed chil
dren (40:1).
A report prepared by Eli M. Bower for the California
State Department of Education combining the results of
eight investigations of maladjusted children in California
schools showed that the incidence of seriously disturbed
children ranged from four to twelve percent (4:12). Some
of the implications of the study of emotionally disturbed
children by Bower included the following:
1._ Teachers1 judgments of emotional disturbance
are much like clinicians *. Teacher judgment
was correct in eighty-seven percent of the cases.
2. At least three children in each averagev class
room can be classed as emotionally disturbed.
3. The differences between emotionally disturbed
children and others seem to increase with each
grade level. (4:68)
Carl Rogers tried to ascertain what proportion of
9
Columbus, Ohio, school children were showing evidences of
poor mental health. He found that 12 percent of the chil
dren studied showed evidences of poor mental health. He
also found that there were three times as many boys as
girls with serious mental health problems and that childrai
in the fifth grade were the most maladjusted. (27:224)
In the study by Eli M. Bower it was demonstrated
that emotionally disturbed children can be identified
early by the use of information ordinarily available to
teachers. The information used for identification in
cluded:
1. A group I.Q. test score
2. Standardized test scores in reading and arith
metic
3. A personality inventory score on "Thinking About
Yourself"
4. The sociometric results of "A Class Play"
5. The rate of absence in a specific four-month
school period
6. The socioeconomic status of the child*s family
as determined by the father*s occupation
7* A teacher*s rating of the child*s physical and
emotional characteristics
8. The child*s chronological age. (4:20)
In a research project on emotionally disturbed chil
dren completed for the California State Department of
Education by Nadine Lambert, children were included who
showed one or more of the following characteristics to a
marked extent over a period of time:
1. Unusual behavior under normal circumstances
2. An inability to learn consistent with ability
3. General unhappiness or depressed feeling
4. An inability to gain satisfaction and pleasure
in interpersonal relationships with children
and adults
5. A tendency to develop physical illnesses or
pain as a result of emotional problems and
difficulties. (38:3)
Children who had been diagnosed as mentally ill,
delinquent, grossly physically handicapped, mentally
retarded, or diagnosed as neurologically impaired were
eliminated from Lambertfs study. The children were iden
tified on the basis of three criteria: teacher ratings,
peer selection, and self selection. Group techniques to
measure these criteria were administered by teachers in
the classrooms. Various experimental programs were tried
in order to ascertain how to help emotionally disturbed
children in the public schools. The social adjustment
room having twelve to fifteen pupils in an all-day class
was one method used. (38:3)
In a study made by Sheldon and Eleanor Glueck 500
"persistently” delinquent boys were compared with 500
non-delinquent boys. It was determined that nearly half
of the delinquent boys showed evidences of maladjustment
before their eighth birthdays and another two-fifths
before their eleventh year (13:10-13).
In the past most of the help for emotionally dis
turbed children has been at the secondary school level
and in special private schools. These schools have
worked generally with children twelve years old or older.
Harry J. Baker stated that it would he much more desir
able if these cases could be discovered and treated when
they were much younger with preventive rather than
remedial measures (3:39S). The purpose of social adjust
ment rooms at the elementary level would therefore be to
attempt to identify emotionally disturbed children and
give them help before their problems become too deep-
seated or severe.
Norman Fenton has classified the symptoms of emo
tional disturbance in children on three levels of serious
ness :
1. First level: Behavior symptoms in pre-school
and elementary grades are nervous habits, worry, speech
retardation, fears, temper tantrums, bashfulness, resis
tiveness, nail biting, thumb sucking, enuresis, and
negativism.
2. Second level: The symptoms are more frequent
and more serious. They include marked insubordination,
constant disagreeableness, serious aggressive or destruc
tive behavior, frequent truancy, stealing, running away
from home, extreme and marked seclusiveness, reading
retardation, and sexual maladjustment.
3. Third level: This group includes those who are
exhibiting dangerous aggressiveness or destructiveness,
juvenile delinquency, emotional instability, marked
13
Immaturity or withdrawal, and actual mental or nervous
illness. Children falling in the above category definite
ly need psychological or psychiatric help. Some of these
would need institutional placement and could not be
placed even in a social adjustment room. (11:152-158)
Much has been written on the causes of emotional
disturbance among children. In order to help these chil
dren make a better adjustment the teacher must have a
good understanding of the underlying causes of maladjust
ment. Muriel Crosby believes that the common factors that
cause behavior difficulties are:
1. Parental inadequacy of some kind
2. A feeling of "apartness” from others
3. Insecurity
4. Emotional deprivation. (9:67-72)
Louis P. Thorpe has stressed the importance of the
basic needs in regard to mental health. These are:
1. The need to maintain physical well-being
2. The need for personal recognition, of being
regarded as a person of worth and importance
3. The need for security, love and affection, and
for comfort and safety. (32:39-40)
In planning social adjustment rooms in the public
schools administrators have encountered difficulty in
finding teachers who are qualified and who are interested
in working with emotionally disturbed children. A recent
federal survey report showed that only ten colleges in
the whole country offer special training for teachers of
emotionally disturbed children (24:290). In most cases
training now is under the auspices of the organization or
school district providing the service. This means that
training is usually by in-service classes, seminars, work
shops, or consultations (24:291). In the Los Angeles City
elementary schools at present the qualifications for
teachers in these rooms are stated in this way:
1. Outstanding classroom teacher
2. Desire and ability to work with these handi
capped children, their parents, and teachers
3. Strong interest in guidance. (40:2)
Carl Rogers believes that a teacher who works with
problem children must genuinely feel that each child has
a need to succeed. This teacher must be quick to look
for opportunities to give the child recognition for accom
plishment. She understands that no matter what the funda
mental causes of the child1s behavior may be, there is
less likelihood of their occurrence if the child is
feeling satisfaction in a job well done. The emotionally
disturbed child primarily needs the satisfaction of suc
cessful achievement. He needs to have a challenging and
satisfying task. (25:230-231)
Muriel Crosby feels that teachers who work success
fully with emotionally disturbed children should have
these qualifications:
1. They care enough to go beyond the duty of an
average teacher.
2. They bring to their relationships with children
and parents understanding, acceptance, and
warmth.
3. They make sure that such children have success
experiences frequently. (9567-72)
The educational goals for these children are the
same as for all children. The objectives are to provide
them with opportunities for self-realization and help
develop the necessary skills,, knowledges, feelings,
attitudes and appreciations to meet their responsibilities
In life (24:290).
Various types of instructional programs have been
used. Some teachers have had success with an activity
type program in which crafts, construction, gardening
and science experiments play an important part (35:l).
Some feel a permissive type of control is more successful
with emotionally disturbed children than the strict,
authoritative type of discipline.
An experiment was carried out in Arlington, Vir
ginia, with two classes of disturbed children. These
classes were made up of eight children each and were
children from second to fifth grade level. In this
study the major hypothesis in handling emotionally dis
turbed children was that such children lack order or
structure in their environment and in their emotional
lives. In order to help promote growth ways were sought
to increase the definiteness and the structure of the
daily classroom experiences. It was necessary to involve
parents so that they could help with the continuity in
handling the children between home and school experiences.
Parent discussion groups met once a month. In the class
room children were held to the completion of assigned
work before play or recreation. Assignments were brief
with close., consistent follow-through by the teacher.
Academic work was done in the morning and art, music,
physical education, and free play were afternoon activ
ities if work was up to par. Assigned work had priority.
Brief periods for free play or art were allowed when work
was completed. Room tasks or errands were assigned by
the week. Booths or "offices” were placed along one wall
so that children who were bothersome or easily distracted
might work in these. Isolation was the preferred type of
punishment and the most effective. Behavior limits were
set early. The structure had to be firm and at the same
time flexible. This experiment was felt to be very suc
cessful. (23i64-67)
The education of socially maladjusted and emotion
ally disturbed children is still on an experimental basis
in our country and in other countries (7:198-206). So
far no definite program has been determined to be best
for these children. However educators and parents have
come to the conclusion that something must be done to
relieve the regular classroom teacher of these disturbed
children so she can teach the normal children, and
17
something must be done to help the children who cannot
cope with the work and routines of the regular classroom.
CHAPTER III
HISTORY OP SOCIAL ADJUSTMENT ROOMS IN
THE LOS ANGELES CITY
ELEMENTARY SCHOOLS
The Los Angeles City Sehools have had a few rooms
for socially maladjusted and emotionally disturbed chil
dren in the elementary grades for many years. These were
formerly called "Welfare Rooms," and as late as 1956 there
were only seven of these rooms in the entire city. These
rooms were supposed to be established according to the
needs of each district. The Los Angeles Elementary
Schools are divided into six districts. The purpose of
these Welfare Rooms was to "help pupils who show evidence
of serious behavior maladjustment” (35:l).
!
; Admission criteria for Welfare Rooms
i 1
The following criteria have been used in the Los
Angeles City Schools in assigning children to Welfare
Rooms:
1. Marked deviation from acceptable behavior
2. I.Q. of 75 or over, except on special recom
mendation of the Assistant Superintendent
3. Eight years of age or over
4. Without physical handicap which would prevent
concentrated effort.
18
19
Placement of pupils
It was the responsibility of the principal to do
everything possible within his own school to help the
pupil adjust before recommending placement in a Welfare
Room. When all these facilities had been exhausted, the
following steps were to be completed in preparation for
placement in the Welfare Room:
1. Individual examination and diagnosis by the
district counselor
2. Complete health examination by the school
physician
3. Record of pertinent facts regarding his home
and his neighborhood environment
4. An exact description of specific incidents
which indicate maladjustment
5. Academic status
6. Accounts of parent conferences and other con
ferences
7. Report of the Supervisor of Welfare and
Attendance
8. This information with the principal*s recom
mendation was then presented to the Assistant Superin
tendent for evaluation by the Supervising Counselor with
a view toward assignment in a Welfare Room.
The number of pupils in these rooms was limited to
twenty. Transfers from these rooms back to the regular
classroom could be made on the recommendation of the
Welfare Class teacher after a review of the case by the
Assistant Superintendent, (35;2)
After the survey completed in 1957-1958 to ascertain
how many seriously disturbed children were enrolled in
regular classrooms, the need for additional Welfare Rooms
was apparent. As the number of rooms for emotionally
disturbed children increased, the name "Welfare Room"
was changed to "Special Services Room." Then in i960
they were designated as "Social Adjustment Rooms." In
September i960 there were over forty of these Social
Adjustment Rooms in the Los Angeles City Elementary
Schools. The admission and placement procedures varied
■somewhat from those for Welfare Rooms.
Admission criteria for Social Adjustment Rooms
1. Marked deviation from acceptable behavior
2. An I.Q. indicating that the child is capable i
of being educated in a regular classroom
3. Need, rather than age, should be considered and
early diagnosis should be emphasized
4. Parents should be willing to accept referral to
a guidance clinic and indicate a willingness to follow
through with this referral.
21
Placement procedures
The sending principal is responsible for completing
a study including the following:
1. Anecdotal record of child's behavior
2. Academic status report
3. An account of conferences with parents, teachers,
and others
4. Health examination by the school physician and
a record of the follow-up work done on the doctor's
recommendations
5. A record of the guidance help recommended and
carried out
6. Results of an individual examination and
diagnosis made by the district counselor
7. When this study has been completed, it is pre
sented for approval to the Supervisor of Guidance in the
district Assistant Superintendent's office. Placement is
made on the recommendation of the Supervisor of Guidance.
(36:1-3)
The number of children enrolled in a Social Adjust
ment Room is limited to twelve. Return of these children
to the regular classroom is a gradual process. When the
teacher of the social adjustment class feels that a child
is ready to try a regular classroom, she permits him to
return for a short time each day for awhile. If he can
21
cope with the regular class routines, the time is grad
ually lengthened until he is able to remain in the regular
classroom permanently. If at any time he reverts to his
poor behavior, he may return to the social adjustment
class. Children are not generally kept in a Social
Adjustment Room for more than one year.
It will be noted that the admission criteria and
placement procedures for Social Adjustment Rooms have
changed in several ways from those for Welfare Rooms.
These changes are mainly concerned with the following:
1. A report from the Welfare and Attendance Super
visor is no longer required
2. A referral for guidance help is necessary
3. Children may be placed before they are eight
years old. The emphasis is on early diagnosis and pre
vention
4. Follow-up on the recommendations of the school
physician is stressed
5. The Supervisor of Guidance rather than the
Assistant Superintendent is responsible for approving
cases for placement.
Social Adjustment Rooms are established as the need
arises at the present time. If a principal feels the need
for one of these rooms and has an empty classroom, he may
request such a room through the Assistant Superintendents
22
office. One difficulty met in setting up these rooms has
been the lack of teachers for them. Two main criteria
for selection of teachers have been stated. They are:
1. The teacher of a Social Adjustment Room must
first be an outstanding teacher.
2. He must have a good background in guidance and
be interested in working with these emotionally disturbed
children., with their parents, and with other teachers.
CHAPTER IV
COMMUNITY, SCHOOL, AND SOCIAL
ADJUSTMENT CLASS
Community
The school selected for this study is in a neighbor
hood in which most families are in the low socio-economic
group. The school itself is situated on a heavily
traveled main artery of the city. This is a business
street having a large market, a bank, a large drug store,
and many small shops close to the school. These business
establishments are quite new and well-kept; they are
mostly chain stores. They are much newer than the school
itself. However there are also many older business
houses in the neighborhood too.
The side streets in the area have many small, old,
poorly-kept homes. There are a few new apartments in the
neighborhood but they are cheaply built and have little
yard space for the children. The area formerly was in
habited by White and Mexican-Ameriean families but has
recently changed to a predominantly Negro section with
the Mexican families remaining and the former White
families being replaced by Negroes and a few White
families of a poorer class. There seems to be a large
number of children in every block. When driving around
24
the neighborhood after school hours children of all sizes
seem to be everywhere. They play in the narrow streets
because most yards are very small and generally there is
more than one dwelling per lot. Many families who occupy
apartments have no yards in which their children can play.
A city playground in the area provides a very meager
program for the children and here a racial problem seems
to exist so many childrenfs parents will not allow them
to go to the playground. There is no other recreation
provided for the children except the school playground
kept open after school and during the summer months.
Because of the difficulty in securing adult leadership,
only a few groups of Cub Scouts, Brownies, and Boy Scouts
exist. Most parents are working and because of low income
and large families have little time or money for clubs.
Many of the families are receiving State Aid. Within
this particular school there are several families of from
five to ten children who have no father in the home, and
the mother is receiving aid from the County or State for
support of the children. Living quarters are shabby and
crowded with several, children sharing one bed. Inadequate
rest and improper diet are common conditions among the
children in this school.
In the homes where both parents are present very
often both have to work. The fathers usually have hard
laboring jobs and come home physically exhausted. The
mothers are often employed as domestics. The pre-school
children are generally cared for by relatives — grand
parents, aunts, cousins, or older sisters. The children
of school age often come home to an empty house and have
little or no supervision until late afternoon or evening.
All of these conditions tend to create children with many
emotional problems. (13•10-13) For this reason the
Assistant Superintendent of Schools in this district
felt that this particular school would have a great
need for a social adjustment room.
School setting
During the past two years the social adjustment
room in this school was limited to children in grades
four, five, and six. This seemed to care for a few of
the most serious behavior problems — the delinquent,
truant, aggressive, uncontrollable children. The room
was entirely boys and was limited to twelve children.
These were all academically retarded. The social adjust
ment room was helpful to the extent that the regular
rooms were relieved of the disturbed child but little
change was noted in the child's real behavior. As soon
as he returned to the regular classroom he was as big a
behavior problem as before. It seemed that his behavior
patterns were so well established by the time he was nine
or ten years old that the special placement did little
good.
In September i960 the principal felt that a differ
ent type of program should be tried. This was to be
preventive in nature and only first and second grade
children were placed in the room. The feeling was that
if these children could be identified early and receive
more individual attention — physically, psychologically,
and academically — that they might become better able to
cope with their problems and develop into better students
with better attitudes and understandings. This would
tend to prevent serious emotional problems from developing.
In the past in regular classrooms these children
who were very insecure and often unloved and rejected in
the home met only failure and insufficient individual
attention. Their problems grew as time went on and they
became more frustrated. This frustration usually resulted
in overly aggressive or withdrawn behavior. By helping
these children experience success and happiness in their
first years of school it is believed that their adjustment
to school and perhaps later life will be much better.
Contacts with the parents indicated that little help
could be expected from the home. Although the criteria
for placement in the social adjustment room required
that the child and parents should be receiving guidance
27
help, this requirement was waived In this particular
school because of limited time, finances and in some
cases limited understanding on the part of the parents.
In many cases it was impossible to get the parents to
come for a conference with the teacher. Therefore if
any help was to be given the child it was almost entirely
dependent on the school!s resources.
Physical environment
The school plant consists of a main building which
is quite old. There are sixteen classrooms in this
building. It also contains the administrative offices
and cafeteria. The building is in the form of a "U" and
is one story. Several bungalows have been placed on the
grounds and house about ten classes. The playground
space is limited so recesses and lunch hour have to be
staggered so that the primary and upper grades are on the
playground at different times. The playground is black-
topped and there are only a few small trees and shrubs
around the edges of the area. It is a very drab looking
school yard.
The social adjustment classroom is in the main
building. It is a regular sized classroom near the
principal’s office and cafeteria. The doors open onto a
wide porch which faces a side street. The windows are on
the playground side and face a group of bungalows. The
room contains a sink with running water, a storage area
or hallway separated from the room by a wall, having
openings at both ends. Cupboard space is very limited.
There are two large chalkboards and several bulletin or
pinning boards in the room. The room contains enough
chairs and tables to seat twelve children so that each
child can have a place to keep his books and other be
longings. There is a library table and shelves for
browsing books in one comer. Saw horses and tools are
kept in the storage area near the sink. The room is
bright and well-ventilated having large windows all
along one side.
This social adjustment class is on the regular
primary schedule. The children are on the playground
at the same time as the regular classes. However each
class is assigned certain play areas so the social
adjustment room has play areas and games by themselves.
They eat lunch with the regular primary classes.
Description of the group
This social adjustment class consisted of twelve
first and second grade children in September i960. There
were ten boys and two girls. Their ages ranged from six
years and'six months to eight years and four months.
Their I.Q.fs ranged from 72 to 98 as determined by
administration of Stanford-Binet Intelligence Tests,
29
Form L or L-M. Eight of the children were of Negro race,
one was of Anglo-Saxon stock, and three were of Mexican
descent. Most of them had been retained for one semester
before entering the room. They were selected mainly on
the basis of teacher judgment. The children were all
examined by the school doctor and were given an individual
intelligence test by the school counselor before place
ment in the class. Although one of the criteria for
placement in this type of room was that the children have
I.Q.*s above the legal requirement for Special Training
class placement, above 79* one child with an I.Q. of 72
was accepted because it was felt that this low I.Q. was
due to his emotional problems and was not a valid indica
tion of his true ability. The requirement that children
be receiving guidance help was waived because of the
parents* inability to pay for this service. The children
in this group were selected and placed in the room In
September i960.
The following description gives a good picture of
the group during the first few days in the room.
There was much competition, overt and covert hos
tility, and no group rapport. They needed constant
reminders of classroom standards. On the playground they
behaved very badly, seeming to go to pieces in this
situation. In the classroom they were wiggly and loud
30
and showed no concern for courtesy. The teacher needed
to he very firm and often had to use threats to bring
any kind of conformity. The threat of depriving them
of doing construction work seemed to be the most effec
tive. At times the teacher had to be very authoritative.
There seemed to be little carry-over of standards from
one subject to another. It seemed that inner tensions
made sitting still and paying attention very difficult.
During the first few days many group discussions
were attempted. These dealt with feelings, conflicts
and attitudes toward peers, teacher and school, how they
felt when they hit others, how the teacher has feelings
of anger also. It seemed that the children had some
understanding of these feelings.
After two weeks in the elassroom some children were
developing friendships with classmates. However the
group as a whole was still restless, showed little
concern for group property, and was very difficult to
motivate except in music. The teacher felt *that each
child needed more individual attention, private confer
ences to discuss his own problems. So much time had to
be spent with the group that there was little time for
individual conferences. The group needed constant
teacher supervision. The classroom routines seemed to
be smoothing out a little. The group was functioning
well at reading time. There was still a great deal of
friction on the yard, much pushing in line, hitting,
arguing and tattling. Their team work was very inade
quate. Each child wanted to be first in line, have two
turns in games, etc.
In general the behavior of the children in this
social adjustment class included these characteristics:
1. Ignoring directions given by the teacher
2. Holding hands over ears to avoid hearing
3. Making faces
4* Not paying attention when another child was
talking
3. Fabricating
6. Disobeying surreptitiously
7. Lacking in academic skills
8. Moving constantly, dropping things, playing with
boxes, pencils, etc.
9. Needing much personal affection
10. Always wanting to know 1 1 why”
11. Destroying other children’s property ■ — art
work, etc.
12. Stealing
13. Being unable to accept punishment without
showing much hostility
14. Refusing to do work when angry — being very
defiant
15. Using bad language
By the fourth week of school some changes were
taking place — friendships were developing. Here and
there one child was reassuring or comforting another.
Independent work in the classroom was improving. The
yard and lunch were still causing difficulty. The teacher
there still had to play policeman. One boy in the group
seemed to be a good influence. The teacher felt that
perhaps the placement of one or two reliable youngsters
in the group would be worthwhile. The children were
becoming more interested in academic work. The after
noons were the most difficult time; by then the children
became upset easily. The teacher was trying to help the
children get out "bad feelings.” This was sometimes done
through role playing or letting the child be a lion and
get out his ”bad feelings.” The children seemed to
empathize well. In general the attitudes and behavior
of the children in the group had improved. To be sure
there were still days when they seemed to revert to their
original behavior — interrupting, hitting, moving con
tinually, and needing constant supervision, but these
days were becoming less frequent.
On December S9 i960 the teacher in this classroom
was promoted to a different position and a new teacher
was placed in the room. When the first teacher informed
the children that she was leaving, their first reaction
was one of deep anger. They seemed to feel that they
were again being let down — the one person with whom
they were beginning to feel some security was being taken
away from them. It seemed that all the good that had been
done was undone. The children began fighting, hitting,
talking out, and acting just as they had at the begin
ning of the term. All that had been accomplished seemed
to be lost. The first days with the new teacher were
very difficult even though this teacher was on the regular
faculty of the school and was known to the children. They
behaved exactly as they had at the beginning of the year.
By the end of the first semester the children had
become more cooperative, and the room was operating quite
smoothly most of the time. However there were still bad
days when the children would almost seem to explode.
Usually some seemingly insignificant incident before
school or during the first part of the day would set the
children off. Then they were unable to calm down and
all academic work would stop. An example of this occurred
one morning just before the end of the semester. The
teacher was reprimanding a boy for a minor offense when
he suddenly grabbed a pencil and struck the teacher in
the face cutting her cheek close to her eye. This in
cident threw the other children almost into hysterics.
They were unable to work for the rest of the day and
spoke with dismay and awe of the incident for many days.
34
The teacher was absent several times, and each time a
substitute teacher took the room the group seemed to
revert to the behavior displayed at the first of the
year.
Instructional program
The daily program followed closely the program used
in the regular primary classroom. It consisted of read
ing, spelling, writing, arithmetic, science, social
studies, art, music, and physical education. One period
or more each week was devoted to gardening. Some con
struction work was done in connection with the social
studies unit. However the program was predominantly
academic. Each child brought a snack or got milk, and
a break was taken at mid-morning to eat and relax. The
teacher was insistent that this plan be adhered to
because she felt that many of the children did not have
an adequate breakfast. They ate their snacks together
and visited quietly while they ate. They had their lunch
with the other classes but after lunch a short rest period
was spent in the room with blinds closed and no talking
permitted.
The children needed a great deal of individual help
in developing better work habits, doing neater work, and
working independently. Directions had to be repeated
over and over, and very close follow-up supervision had
to be carried out by the teacher. Two characteristics
seemed to fit every child in the room — very short
attention span and extreme restlessness.
CHAPTER V
PRESENTATION OP SPECIFIC CASES
The ease studies of five children placed in the
Social Adjustment Room discussed in this project are
presented here in order to show the different types of
problems with which the school is confronted. The chil
dren chosen present varied home backgrounds, physical
problems, behavior problems, and intellectual abilities.
Manuel, unwanted and abandoned by his parents, is
being reared by his grandparents. Donna and George are
from homes where both parents are present, but Donnafs
parents punish her often and severely while George*s
parents seem very weak and ineffective in their disci
pline. Donald and Ralph come from homes where no father
is present and their mothers are receiving State Aid.
Manuel has a serious hearing problem, ^Ralph is a post-
polio case, Donald has a vision problem, and nearly all
of the children need dental care.
The four boys have rather similar patterns of be
havior; they are all aggressive and seem unable to con
form to school standards. Donna is autistic and with
drawn. Ralph*s I.Q. on a Binet, Form L-M, was J2 — the
lowest in the group. George*s I.Q. was 98 — the highest
in the class.
37
The material presented in these case studies was
obtained through administration of an individual intel
ligence test to each child, interviews with the children
observations in the classroom and on the playground, con
ferences with parents and school personnel especially
the classroom teacher, and from various school records.
Manuel
Birthdate: October 8, 1952
Birthplace: Bakersfield, California
Reason for referral
Manuel is not working up to grade level. He is
extremely active, unable to control himself, apt to be
dangerous to other children, continually disturbs and
distracts others, and frequently becomes withdrawn and
refuses to cooperate. His group test I.Q. was J6.
Health history
Vision: 20/30 right eye; 20/30 left eye
Hearing: Some loss in high tones. 21 percent
right ear; 24 percent left ear.
The school physician noted that he needed a tonsil
lectomy. There was a slight speech defect. Manuel has
been attending Speech Class.
School history
Manuel has attended the same school since entering
kindergarten. His attendance has been good.
Test information
Date Test CA MA IQ, Grade
June 1958 Detroit First
Grade
5-8
4 - J L j .
7 6
B1
November 6, Binet L 6-1 5-0 82 Al
1958
Family background
Manuel and his brother, who is a year older, have
lived with their grandparents for the past year. Prior
to this time they had been placed in numerous foster
homes by the Welfare Department. The grandmother stated
that she did not know where their father was, and their
mother did not want the boys and had placed them in the
foster homes. The grandparents now have legal custody
of the children. A conference with the grandmother in
dicated that she was very concerned about Manuel*s be
havior and wanted to cooperate with the school in any
recommendations they might have. Manuel is of Mexican
descent. His father was born in Mexico, but his mother
was born in California. He lives with his maternal
grandparents and is visited by his mother at rare inter
vals. His grandparents are quite strict and severe in
39
their discipline.
Observations
Manuel appeared to be well-nourished. He looked
like he might be half Anglo-Saxon and half Mexican. His
hair was red and his eyes were a very light brown. His
skin was much lighter than the other Mexican children.
He was a friendly child and seemed to smile most of the
time. He seemed enthusiastic and eager to do well on
the individual intelligence test. On the playground he
seemed well-coordinated and played vigorously. When
alone with an adult he was very well-behaved and likable,
but in any group situation he quickly became over-
stimulated and very active.
Teachers1 comments on the Cumulative Record Card
Kindergarten, May 1958. Short attention span.
Needs experiences better channeled.
Bl, June 1959. Growing in respect for authority,
enthusiastic, hyperactive, tends to become over-
stimulated.
Al, January i960. Still very temperamental; needs
to improve socially.
B2, June i960. Manuel is involved in trouble al
most every day. His grandmother expects him to behave
and has strict standards for him. His hearing loss
4o
(21 percent, right ear; 24 percent, left ear) may he
sufficient to cause some behavior problems according to
the school doctor. A spanking permit has been on file
in the office for the past year. The child has difficulty
telling the truth. When he is caught in a lie, he just
goes on and fabricates another story. He uses bad
language under his breath when angered by the teacher*s
discipline. He pouts and gets up out of his seat con
stantly. He seldom settles down to complete work
assigned. He forgets his misdeeds quickly, smiles, and
is lovable. He wants attention all the time.
Teacher report on progress in social adjustment room
(December 1, I960)
Manuel still has much difficulty in working with
the group. He is larger and stronger than any of the
others in the room and these are assets when expressing
hostility. Even when trying to be friendly he seems to
get into trouble. He has almost violent outbursts of
anger when made to do things he does not want to do.
There is much vascillation. At times he expresses humor,
is very helpful, comes to the teacher for affection, and
gives physical affection frequently. His brother seems
to be a source of difficulty. Manuel is very anxious to
succeed in reading and is doing extremely well. His
behavior on the yard is very unsatisfactory.
Outcome of case
Manuel was transferred to the school for handi
capped children who are hard of hearing on January 30,
1961. A recent audiometer test had indicated that his
hearing loss had become more severe than in September
1958. His tonsils had been removed, but this did not
help his hearing. His teacher had noticed that he
seemed to be having more difficulty hearing her in the
classroom. It was felt that much of his inattention
and inability to follow directions was due to his
hearing problem. He was fitted with a hearing aid
and placed in the school for handicapped children.
It is not believed that this placement will solve all
of Manuel*s behavior problems, but he will have a
better chance of feeling some success in academic
areas, and this may in time help his behavior.
Donald
Birthdate: June 6, 1952
Birthplace: Los Angeles, California
Reason for referral
Donald exhibits very aggressive behavior in the
classroom and on the playground. He seems unable to
learn new concepts and lacks progress in emotional
growth. His attendance has been poor and he is often
42
truant.
Health history
Vision: 20/50 right eye; 20/40 left eye.
Hearing: Whisper test normal.
Dental decay was noted by the school dentist. A
i
; home notice was sent by the school nurse regarding dental
. decay and enlarged tonsils and the vision problem. A
follow-up note was sent a month later. The parent did
not respond to either note.
School history
Donald entered a neighboring school in September
1958 in Bl. He evidently did not attend kindergarten.
He entered his present school in January 1959. He was
retained in Bl. His attendance was very poor in both
schools.
Test data
Date Test CA MA IQ Grade
May 11 s Binet L 6-11 5-8 82 Bl
1959
; Family background
At the time of referral Donald was living with his
mother and a younger brother. The teacher stated that a
male friend of the mother was also in the home. The
mother's last name was different from the child's. The
school nurse stated that the mother was receiving State
Aid at the time this referral was made. The mother was
not employed. Donald's teacher stated that she had been
unable to contact his mother. Notes sent home requesting
conferences had been ignored. The school nurse had also
been unable to get any action on health notices sent
home.
Observations
When the individual intelligence test was admin
istered, Donald reacted slowly to questions. His speech
was somewhat blurred and unclear. Excessive saliva was
noted and he appeared on the verge of drooling most of
the time. The irises of his eyes seemed abnormally large.
He moved rather awkwardly with a shuffling gait. He
looked rather thin and was quite listless at the time
of testing. He seemed indifferent and easily satisfied.
He was easily distracted and many responses were con
fused or vague.
Teacher comments
Kindergarten: No experience.
Bl: Slow learner. Lacks progress in emotional
growth.
Bl (retained): Aggressive. Lacks confidence.
Al: Short attention span. Likes to be a clown.
Will conform when reminded.
B2: Retained in B2 because of lack of basic
skills. He is a non-reader. He writes but does not
know what he is writing. He sometimes gets silly and
loses himself in the incident. If he is disturbed by
other children, he gets very angry and threatens them.
His mother (who requested that she be addressed as
Miss - - -) has not come to see the teacher in the past
two semesters. When contacted by telephone, she is
always sweet and reassures the teacher that she will
come but never does. Donald is frequently absent and
the excuses indicate that he has no shoes or mother is
sick. Absence notes are not sent unless requested by
the teacher each time. The mother said once, "I donft
know what is wrong with him. Maybe he needs Special
Training.” Donald can be a sweet, helpful child if
kept away from othhrs who are behavior problems.
Teacher report on progress in social adjustment room
(December 1, I960)
Donald occasionally reverts to mischievous behavior
but has shown some improvement. Lately some of his old
patterns have returned. Conflict with a cousin who
lives near apparently is a big problem. There is much
fabrication. He often says he saw things that he did
not. He often daydreams. Sometimes he claims things
that do not belong to him. When he is angry he does
name-calling in a manner imitative of adults. Donald is
45
artistic and generally is friendly and pleasant, but at
times he hits and dominates.
Outcome of case
Donald has continued to show little real progress.
His academic work has remained far below grade level.
His behavior is very changeable, and he will swing from
one extreme to the other quickly and often without any
apparent provocation. Hie teacher has been unable to
contact his mother. Requests for conferences are ignored,
and it is felt that this is the main reason why the child
has shown almost no progress. On March 20, Donald was
still in the Social Adjustment room. Hie teacher felt
that he would remain there for the rest of the school
year. The placement seemed to have been of little help
to this child.
Donna
Birthdate: September 24, 1953
Birthplace: Los Angeles, California
Reason for referral
Donna has little or no sight vocabulary. She has
difficulty writing her name. She has difficulty com
pleting tasks independently. She needs encouragement
before she will read or talk in a group. Donna needs to
46
learn to respect other ways of doing things. She is
often moody and is not accepted by her peers.
Health history
Vision: 20/30 right eye; 20/25 left eye.
Hearing: Audiometer test normal. The school
dentist noted that her teeth needed attention. A physi
cal examination by the school physician indicated that
the child needed more rest. Poor posture was noted.
Her nutritional status was good.
School history
Donna has attended the same school since entering
kindergarten. Her attention has been very poor, and she
has been tardy often. No excuses were given for these
absences and tardinesses. When the teacher has re
quested conferences with the parent, no response was
made.
Test data
Date Test CA MA IQ Grade
October
1959
23,
Detroit 1st
Grade
6-1
5-5 89
Bl
October
I960
3,
Binet L-M 7-0
5-11 85
B2
Family background
Donna lives with her father, mother, and four
siblings. She has two older sisters and two younger
47
brothers. One of the latter is an infant. Her father
is employed as a custodian. Her mother does not work.
Donna said that one of her sisters had jumped out of a
moving car, hit her head, and was now unable to get out
of bed. She spoke fondly of her baby brother and told
of many little things he does. She seemed reluctant to
talk of her father. Her present teacher said that Donna
told her she is often whipped by her father.
Observations
When Donna came for an individual intelligence
test, she was rather shabbily dressed. She looked older
than seven years. Her hair was pulled back from her
face which seemed quite long with large features. The
pulled-back hair and too-long dress made her look like a
little old woman. At first when she came to the room for
the test, she seemed very shy and timid. She spoke in an
almost inaudible voice and kept her eyes downcast. How
ever after awhile she seemed to relax and became quite
friendly. She responded well to praise and seemed to
enjoy the individual attention she was receiving.
Teachers1 comments on Cumulative Record Card
Kindergarten: Seems dejected. Responds to atten
tion and praise. Often absent or late.
Bl: Very shy and uncertain of her success. Unable
to take criticism. Becomes moody. Finds it difficult
to gain recognition with peers.
Al: Needs special motivation to complete tasks.
Needs encouragement before she will read or talk in a
group.
Teacher report on progress in Social Adjustment Room
(December 1, I960)
There has not been much improvement in Donna*s
behavior. She still exhibits autistic behavior, wanders
aimlessly around the room, crawls over chairs and tables,
and does not want to play with others. She likes music,
likes to play the autoharp, and to write on the black
board. At times she is rebellious, abstracted, and
speaks in a barely audible voice when asked to speak
before the group. She is expressing a desire for affec
tion more frequently and directly now. Occasionally she
will laugh at her own behavior; seems to be getting some
concept of herself. She has shown poor progress in all
skills because she does not concentrate or try to learn.
February 20, 1961. Donna has shown a little
progress in classroom participation. However on the play
ground she still refuses to play the games and wanders
aimlessly around. Recently she has been clinging to her
teacher, wanting to hold her hand, putting her arms
around her, and making constant bids for her attention
and affection. She cannot seem to concentrate long on
any academic work. Her mother has contacted the teacher
several times and seems willing to help hut is limited
in her understanding of the problem. It is felt that
anything the mother may try to do is often spoiled by
the father who seems to have very definite ideas of his
own.
Outcome of case
On March 20, Donna was still assigned to the Social
Adjustment Room. She had shown some progress by partic
ipating more in discussions, speaking clearly in front of
the group, and having fewer withdrawn or stubborn spells.
Her academic work had shown very little improvement,
however. Her interest span has remained short, and she
has not seemed to care whether she succeeds or fails
academically. The teacher at present is considering
sending her back to a regular classroom for the last
ten weeks of school. This change is anticipated mainly
because Donna is now the only girl in the room, and it is
felt that because of her withdrawn tendencies she needs
to be with girls so that she will have the opportunity
to make friends.
50
George
B ir t h d a t e : J a n u a ry 7 / 1953
B ir t h p la c e : Los A n g e le s , C a lif o r n ia
Reason for referral
George is an alert and capable child but lacks
consistent self-control to accomplish acceptable daily
behavior. He demands much attention from the teacher.
He likes to be helpful at inappropriate times. He annoys
and torments other children on the yard or in the class
room. He shows very aggressive behavior in playing
games; he thinks he is right all the time and does not
seem to be able to give and take. He needs to develop
respect for the truth. In many instances when faced
with a problem, he evades telling the truth. His parents
have been cooperative. After two spankings by the prin
cipal, he told friends, nIt didn*t hurt.1 1
Health history
Vision: 20/25 right eye; 20/25 left eye.
Hearing: Audiometer test normal. Hie school
physician1s examination indicated that George is essen
tially normal physically. He has been attending Posture
Class because of a slight defect.
51
School history
George entered kindergarten in his present school
■ and has attended the same school since. He has not been
retained and his attendance has been quite regular.
Test data
i .......... . i ■
Date Test CA MA IQ
February, Detroit 1st 6-1 7-4 121
1959 Grade
November 8, Binet L-M 7-10 7-10 98
1960
Family background
Both parents have been in the home continuously.
His father is employed as a custodian, and the mother
does not work. He has five siblings, three older and two
younger. George said that his older brother had died
last year as the result of a fall on his head at an
amusement park. His parents have been cooperative with
the school. School personnel said, "The mother is sweet.
The father just tries to talk to the child. There is
evidently little firmness or control in the home.”
Observations
During an individual examination by the school
counselor George presented a rather disinterested
attitude. He seemed unimpressed with success or failure.
Many responses were impulsive and showed little real
Grade
Kinder
garten
42
thinking or reasoning. He was very restless and easily
distracted during the test. A great deal of urging and
encouragement was needed to get him to even try to
respond at times.
Teacher comments on Cumulative Record Card
Kindergarten: Very capable. Good responses. Has
difficulty keeping hands to himself. Responsible and
dependable.
Kindergarten: Employs attention-seeking devices.
Needs to grow in self-control.
Bl: Still needs guidance in self-control and
developing better work habits. Inclined to be careless
and waste time. Aggressive.
Al: Has improved somewhat in self-control. Poor
work habits hamper real academic progress.
B2: Needs to learn to listen and follow directions.
Often does not complete tasks. Needs to learn respect
for the truth.
Teacher report on progress in social adjustment room
(December 1, I960)
Georgefs behavior is quite changeable. Sometimes
he is full of fun — teasing and laughing in a noisy
way. Other days — very often — he gets angry easily,
sulks and refuses to talk. He is often tardy. He is
improving in independent work and doing much better
academically. He has become less resistant. It seems
that his mother is over-indulgent at times and then does
not show enough warmth. George still seems to prefer to
fool around rather than work. There appears to be much
rivalry between him and an older brother.
February 20, 1961. George continues to improve
slowly academically but is still far below Miat his I.Q.
indicates he is capable of doing. His mother has cooper
ated in contacting the teacher but remains ineffective
in her control. There seems to be little or no follow-
through on suggestions made by the teacher. George is
still tardy often with no excuse. He apparently is
loitering on the way to school.
Outcome of case
According to his I.Q. George is the most capable
child in the group, but he has shown very little progress.
He has such a disinterested attitude toward academic
work. Evidently there is no motivation to learn in his
home situation. The indifference of the parents is
reflected in the child1s attitude toward school. George
will return to a regular classroom in September 1961.
Ralph
Birthdate: June 8, 1952
Birthplace: Riverside, California
Reason for referral
Ralph is very resentful of authority. In the
classroom and on the playground he talks back to those
in charge, sticks pins in children, rams children in the
stomach with his head, jumps on their backs, starts
fights, knocks children down, and then punches them
while down. He denies everything and will just laugh
and talk back to the teacher,
Health history
Vision: 20/25 right eye; 20/25 left eye.
Audiometer test: Normal,
Child appears under par physically. His nutri
tional status is not very good. There appears to be a
possibility of anemia. He had polio in 1956. His mother
reports there is no residual muscle weakness. He is under
the care of a private physician and is taking iron and
vitamins. He has been placed on the PTA free lunch
program.
School history
Ralph entered his present school in September 1958
in the Bl. It is not known if he attended kindergarten
prior to this. He was retained in Bl. Retention was
again recommended in B2, but his mother objected to this
so he was not retained. His social adjustment has been
poor since entering school. Although the following test
Information indicates that Ralph should be placed in a
Special Training Class for retarded children, no space
is available so placement in a Social Adjustment Room
was recommended instead.
Test data
Date Test CA MA IA Grade
September,
1958
Detroit 1st
Grade
6-3 4-10
77
Bl
September
19,1960
Binet L-M
8-3
6-2 72 A2
Family background
Ralph lives with his mother and six siblings. His
father is not in the home and it is not known when the
child last saw him. The father*s name on school records
is different from the child*s. His mother apparently
receives State Aid at present. Ralph has two older
sisters, one of whom is attending Special Training Class
at this time. There is an older brother in the same
school with Ralph. This brother is also a severe be
havior problem and Ralph stated that his brother hits
him all the time. There are infant twins in the family
also. There seems to be a definite lack of supervision
in the home and a lack of discipline and control.
Observations
During an individual examination by the school
counselor Ralph was restless and appeared tired. His
face seemed misshapen, one side seemed more rounded than
the other, and when he smiled his mouth was crooked
turning up more on the left side than on the right. His
right eyelid seemed to droop slightly, making one eye
seem smaller than the other. He was quite thin and
poorly kept looking. During the test he was cooperative
and his attention span was good. His test performance
showed very poor eye-hand coordination. He showed weak
nesses in visual memory, auditory memory, reasoning,
comprehension and spatial relationships. No strengths
were noted.
Teacher comments on Cumulative Record Card
Bl: Slow growth in emotional maturity. Short
attention span.
Bl (retained): Needs to have friends. Vindic
tive at times. Improving in his work.
Al: Needs much encouragement. Hostile to author
ity. Does good work with gentle guidance.
B2: Weak in all academic subjects. Has made slow
improvement in social adjustment.
57
Teacher report on progress in Social Adjustment Room
(November 30. I960;
Ralph has shown great progress from deeply hostile,
acting-out behavior with antagonisms expressed endlessly
throughout the day, to voluntary apologies when he hurts
others by accident. He is enthusiastic about academic
learning, especially reading. He enjoys rhythms, con
struction, painting, clay and music. He still reacts
intensely to physical control, but he reacts well to
expressed affection from the teacher to praise and to
many responsibilities. He needs to be made to leave the
room if his disobedience is flagrant. He requires imme
diate acceptance following punishment.
February 20, 1961. Ralph*s present teacher feels
that he has shown no progress since she has been with
him. She feels that he is definitely in need of place
ment in a Special Training class and that the I.Q.
obtained on the Binet is quite indicative of his real
ability. He has appeared lost and unable to comprehend
directions. He refuses to do his work and creates many
problems on the playground. His mother has refused to
come for conferences with the teacher, saying that she
is too busy caring for her large family. It is felt at
this time that Ralphf s problem may be due to parental
disinterest and possibly a personality clash with his
present teacher.
Outcome of case
In March, Ralph was placed in a Special Training
Room. This placement had been the original recommenda
tion for this child, but the first teacher in the Social
Adjustment Room had been quite encouraged with Ralphfs
academic work during the early part of the year. However
it is now felt that placement in a retarded group may be
more helpful than his present placement. He would have
a quieter group and fewer distractions. He would also
be more able to feel success in the academic subjects
because he would probably be one of the higher achievers
in the group.
CHAPTER VI
SUMMARY
The patterns of behavior exhibited by the children
in this study were the result of many experiences and
were not developed in a few months or a year but 'rather
grew very gradually from the time they were born. There
fore since this study was carried on for only seven months
i
and with only a few children in one Social Adjustment
Room, no definite conclusions can be drawn as to what
■ \
may be the best program for these disturbed children.’
However certain observations have been made which seem
to indicate some ways these children can be helped in
the public school situation.
One of the greatest values of the room discussed
in this study seems to be in the relief it gives the
teachers in the regular classrooms. By removing one
seriously disturbed child from a regular classroom the
teachers feel that they can devote much more time to the
academic work of the normal children. Conferences with
teachers of regular classrooms indicate that one dis
turbed child can disrupt a whole class sometimes for an
entire day. The teacher has to devote so much time to
quieting this child, trying to keep him busy,
reprimanding him, settling arguments and fights he starts,
and coddling him that she has little time for the thirty-
five other children in her room. The emotionally dis
turbed child also creates many problems involving com
plaints from parents and other teachers. Teachers in
the school in this study felt that their regular classes
ran much more smoothly and that the children were able
to progress more rapidly in academic areas this year
because they had the special room for their most seriously
disturbed children.
The principal of the school still spent some time. ’
disciplining Social Adjustment Room children, but she had
much less of this to do than when these children were in
the regular classrooms. The teacher of the special room
was able to handle most of the disciplining of the
children herself.
The children placed in the Social Adjustment Room
seemed to profit very little from this placement. This
experiment was quite disappointing. There were a few
small gains in attitudes and understanding of their own
feelings, especially their angry feelings. They became
a little better able to express their thoughts probably
because of many group discussions and more opportunities
to talk because of the small group. One child who was
very withdrawn at the beginning of the year was able to
61
, talk. In an audible voice by the end of the year in front
of the group. The children still were unable to cope
with sudden changes in routines or with the less defined
; limits of the playground. As long as they were following
a regular pattern with their own teacher within the con-
* v'
fines of their own room, they managed quite well, but if
i
a substitute teacher took the room or a visitor came in
i
their behavior became very unpredictable. The children
progressed some academically but were still far below
, actual grade level. None of the children had improved
enough in his or her behavior'to return to a regular
■ classroom by the end of March 1961. The children who
showed the least improvement were those having (l) vision
or hearing problems, (2) very low I.Q.*s in the JOls or
1
low 80*s, (3) disinterested parents. Real parental
concern and interest and close contact at regular inter
vals between the home and school definitely brought about
improved behavior.
There is one disadvantage in placing a child in a
| social adjustment room during the primary grades. In
this room he sees much abnormal behavior and is apt to
1
1 copy it or be upset by associating with so many aggres-
1 sive, hostile children. Many children gain more from
association with normal, stable children in a regular
classroom than they do from being in a small group of
disturbed children with a specially trained teacher.
The quiet * withdrawn child may become more withdrawn from
being placed with several fighting, defiant children.
A well-organized regular classroom may give this child
more security, friendliness, and a greater feeling of
success. The teacher in the classroom in this study
felt that one or two fairly dependable children in the
room would be a great asset; they would give the others
a model or example to follow. The way the room is or
ganized at present the aggressive, belligerent children
are in the majority. The child with these characteris
tics is continually running up against someone else with
the same problems, and as a result there are constant
fights and arguments.
Conclusions of this study
1. Twelve emotionally disturbed children in one
room seem to be too many. The little improvement shown
by the children in this study seems to indicate that the
needs of the children could not be properly met when the
group was this large. Eight or nine children would be
a more realistic number.
2. Children chosen for the room should be care
fully screened by teachers, principal, and counselor so
that the number of aggressive, acting-out children cor
responds closely with the number of quiet, withdrawn
children in the room. Eleven of the twelve children in
this study were the over-aggressive* noisy* acting-out
type. It was almost impossible to control them especi
ally on the playground. So much teacher time had to be
devoted to discipline and control that other areas had
| to be neglected. The one withdrawn ciiild played by
i
l herself more and more or clung to the teacher for
support.
i
' 3. Children placed in the room should be observed
closely and notes kept regularly by the teacher showing
i whether they are improving or not, If no improvement is
shown by the end of one semester* the case should be
re-evaluated to see if some other means of helping the
child should be used. More guidance help or closer
1 contact with the parents may be needed. Since there are
so many emotionally disturbed children who need help*
the placement should be given to those who will profit
1 the most.
i
I 4. Children with physical handicaps such as* serious
i vision or hearing problems* should not be placed in the
: Social Adjustment room. They will receive more help in
i rooms for handicapped children where proper facilities
■ are available. The boy with the serious hearing defect
made no progress in the Social Adjustment room in this
study.
5. Children placed in these rooms should have
normal intelligence or above. Even the children whose
I.Q.'s were in the low 80*s seemed to gain very little
from placement. Special training rooms offer a more
suitable program for the children whose I.Q's are 79
or below.
6. Additional counselor time should be allotted
to the schools having Social Adjustment rooms. Extra
time is needed to administer individual tests, interview
and observe children, and confer with teachers and par
ents. The counselor1s background and training make her
a valuable resource person.
7. Very close contact with the parents should be
carried out by all personnel concerned with the welfare
of these children. Both parents need to be involved in
these conferences. Unless both parents are interested
and willing to cooperate, nothing can be done to help the
child. These conferences should be used to evaluate the
child's progress, to share information and ideas, and to
give parents specific suggestions for helping the child.
If parents will not cooperate in these meetings, place
ment in the room should be cancelled. The teacher of the
Social Adjustment room in this study felt that the chil
dren whose parents maintained close contact with the
school showed the greatest improvement and progress.
8. It is necessary that every child in the Social
Adjustment room be receiving guidance help through a
guidance clinic or from a private psychologist or psy
chiatrist • This is one of the requirements for place
ment in the room. The school needs to maintain close
contact with this source of help, sharing information
frequently and following suggestions offered by these
experts. Since the childfs problems originated in the
home, they cannot be solved unless the child and his
parents can be aided in understanding and working out
a solution for these problems.
9. If the need for a neurological study has been
indicated, this should be carried out before placement
in the room, and the results of the study should be made
known to the proper school personnel. Children with
neurological handicaps may require special teaching
techniques or may need medication in order to function
in a school situation.
10. The practice of sending a child back to a
regular classroom for short periods each day when his
behavior improves is a questionable one especially at
the primary level. Young children feel more secure with
one teacher and a set routine. Therefore it is probably
better to send a child to a regular classroom at the
beginning of a new semester when other children are
66
also changing. The teacher to whom he is sent is the
most important factor to consider. She should he an
understanding person with a calm, well-controlled
classroom.
11. A full-time consultant is needed for every
six or seven Social Adjustment rooms. She must have a
good guidance and academic background, and preferably
have had teaching experience in one of these rooms.
Since this type of classroom is new in this district,
the teachers need a great deal of help in planning
their programs and in obtaining materials for use in
the rooms. The consultant would be a valuable resource
person and adviser.
12. The teacher assigned to the room is the most
important factor. She must be chosen very carefully and
should have the following qualifieations:
a. A deep interest in guidance
b. A good understanding of child psychology,
mental hygiene, and group guidance techniques
c. A real desire to work with disturbed
children, their parents, and other teachers
d. A willingness to accept suggestions from
her consultant, counselor, guidance supervisor,
and principal
s
e. A warm, friendly manner with children and
others
f. Good emotional control of herself
g. A pleasant voice and neat appearance
h. Good general health and a record of few
absences from teaching
i. Musical ability so that she can play an
instrument for accompanying singing and
rhythms
j. Some artistic ability and knowledge of
several media for working with the children
in art and crafts and keeping an attractive
room environment
k. A good knowledge of remedial teaching
methods
1. A feeling of acceptance and understanding
for the children and their parents
m. The willingness to go beyond the duty of
an average teacher because she cares enough
n. A positive attitude and the ability to
make sure that these disturbed children have
success experiences often.
13. The instructional program needs to be basically
academic and remedial in nature. All of the children in
this study were academically retarded. However frequent
68
rest or activity periods need to be interspersed with
the periods of concentrated thought or work in order to
allow for the short attention spans and restlessness.
Most experiments with rooms of this type have indicated
that a we11-structured situation has been the most
successful (23167).
14. The control or discipline in the classroom
should be calm, firm, consistent, and understanding.
Observations and teacher conferences have shown that
emotionally disturbed children are not able to cope with
sudden changes in routines, interruptions, or visitors
in the room. The inability of the children in this
study to perform well on the playground or with a sub
stitute teacher would indicate that they need definite
limits and consistent discipline.
The conclusions pertain only to the particular
group in this study. However it is felt that much of
what has been concluded in this project would apply to
most primary Social Adjustment rooms. The program
certainly has many values and should be continued and
experimented with in more schools in order to determine
the best way to handle the very serious problem of plan
ning for the education of emotionally disturbed children
in our public schools.
BIBLIOGRAPHY
1. Ahrens, Maurice R. "How Do Schools Work on Adjust
ment?” Educational Leadership, Vol. XVI, No. 2,
Nov ember 19 58.
2. Anastasi, Anne. Psychological Testing. New York:
The Macmillan Company, 1954.
3. Baker, Harry J. Introduction to Exceptional Children.
New York: The Macmillan Company, 1954.
4. Bower, Eli and others. A Process for Early
Identification of Emotionally Disturbed Children.
Bulletin of the California State Department of
Education. Sacramento, California, Vol. XXVII,
No. 6, August 1958.
5. Buhler, Charlotte and others. Childhood Problems
and the Teacher. New York: Henry Holt and Company,
1952, pp. 15-17.
6. Buros, Oscar K. The Fifth Mental Measurements Year
book. Highland Park, New Jersey: The Gryphon
Press, 1959.
7. Chazan, Maurice. "Maladjusted Children in Grammar
Schools," British Journal of Educational Psychology.
Vol. XXIX, Part III, November 1959, PP. 198-206.
8. Clancy, No rah and Faith Smitter. ”A Study of Emo
tionally Disturbed Children in the Santa Barbara
County Schools." California Journal of Educational
Research. Vol. IV, November 1953* PP. 209-18.
9. Crosby, Muriel and others. "Children on the Fringe,"
Childhood Education. Vol. 35> No. 2, October 1958,
PP. 67-72.
10. Denemark, George W. "Do Schools Have a Role in
Adjustment?" Educational Leadership. Vol. XVI,
No. 2, November 1958> pp. 66-71.
11. Fenton, Norman. Mental Hygiene in School Practice.
Stanford University, California: Stanford tJniver-
sity Press, 1943.
69
70
12. Gerard, Margaret Wilson. The Emotionally Disturbed
Child. New York: Child Welfare League of Amer
ica, Inc.
13. Glueck, Sheldon and Eleanor. Delinquents in the
Making. New York: Harper and Brothers, 1952.
14. Gordon, Ira J. The Teacher as a Guidance Worker.
New York: Harper and Brothers, 195&.
1
: 15. Guidance in Elementary Schools. Los Angeles City
I School Districts: Publication No. 439» Revised,
| 1957.
i 16. Havinghurst, Robert J. Human Development and
Education. New York, London, Toronto: Longmans,
1 Green and Company, 1953.
1 17. Hymes, James L., Jr. Behavior and Misbehavior.
New York: Prentice-Hall, Inc., 1955.
j 18. J e r s ild , A r t h u r F . C h ild P s y c h o lo g y . New Y o rk :
P r e n t ic e - H a ll, I n c . , 1949.
' 19. Johnston, Edgar G. and others. The Role of the
Teacher in Guidance. Englewood Cliffs, New Jersey:
Prentice-Hall, Inc., 1959.
20. Morse, William C. “Socially and Emotionally Dis
turbed Children.” American Association of Colleges
for Teacher Education, Thirteenth Yearbook. Chicago,
Illinois, I960, pp. 73-B3.
; 21. Olson, W. C. Problem Tendencies in Children — A
Method for Their Measurement and Description.
Minneapolis: University of Minnesota Press, 1930.
22. Pearson, Gerald H. J. Emotional Disorders of
Children. New York: W. W. Norton and Company,
1949.
23. Phillips, E. Lakin and Norris G. Haring. "Results
From Special Techniques for Teaching Emotionally
Disturbed Children. Exceptional Children.
Vol. 26, No. 2, October 1959^ PP. 64-67.
24. Rabinow, Barney. "A Training Program for Teachers
of the Emotionally Disturbed and Socially Malad
justed. " Exceptional Children. Vol. 26, No. 6,
February I960, pp. 287-293.
71
25. Rogers, Carl R. The Clinical Treatment of the Prob-
lem Child. New York: Houghton Mifflin Company *
1939.
26. ________ "The Criteria Used in a Study of
Mental Health Problems.1 1 Educational Research
Bulletin. Vol. XXI, No. 27~EebriSryTS®2^
27. ______ ' . "Mental Health Findings in Three
Elementary-Schools.1 1 Educational Research Bulletin.
Vol. XXI, No. 3, March 19^2.
28. Slavson, S. R. Re-educating the Delinquent Through
G roup a n d C om m unity P a r t ic ip a t io n . New Y o rk :
Harper and Brothers, 195^.
29. Strang, Ruth. Group Work in Education. Harper and
Brothers, 1958.
30. Symonds, Percival M. Mental Hygiene of the School
Child. New York: The Macmillan Press, 1934.
31. Taba, Hilda and Deborah Elkins. With Focus on Human
Relations. Washington D.C.: American Council of
Education, 1950.
32. Thorpe, Louis P. The Psychology of Mental Health.
New York: The Ronald Press Company, 1950.
33. Ullmann, Charles A. Identification of Maladjusted
School Children. Public Health Monograph, No. T,
Washington iD.C.: Federal Security Agency, 1952.
34. Yoshino, Roger. "The Classroom Teacher and the Pre-
Delinquent. " The Journal of Educational Sociology.
Vol. 33, No. 37 November 1959* PP. 124-30.
Unpublished Materials
35. Division of Elementary Education Bulletin No. 11,
Los Angeles City Schools. November 14/ 1951.
36. Everest, Bernice Mims. "A Proposed Guidance Program
for Meeting. the Needs of Emotionally Disturbed
Children at Renault Avenue Elementary School."
Unpublished Master*s Project, The University of
Southern California, Los Angeles, i960.
72
37. Harvey, Samuel S. "The Social Adjustment Glass— A
Method of Handling Behavior Problems in Junior
High School.” Unpublished Master*s Project,
The University of Southern California, Los Angeles,
May 1959.
38. Lambert, Nadine. Research Project--Education of
Emotionally Disturbed Children. California State
Department of Education, Sacramento, California:
Progress Report to December 1958.
39. Morey, Phyllis. "Special Guidance in Social Adjust
ment Rooms." Unpublished Master*s Project, The
University of Southern California, Los Angeles,
1959.
40. Report from Special Services Program, West Elementary
District, Los Angeles City Schools, June i960.
Abstract (if available)
Linked assets
University of Southern California Dissertations and Theses
Conceptually similar
PDF
A syllabus for behavior of secondary students.
PDF
A social adjustment program for a junior high school.
PDF
A teachers guide for the social adjustment of preadolescents.
PDF
The social adjustment class: A method of handling behavior problems in junior high school.
PDF
Suggestions for helping associate teachers solve the problems of room control.
PDF
A study in social adjustment for fourth grade in Willowbrook School District.
PDF
An experiment in the development of a social-adjustment program for junior high school boys.
PDF
Social requirements for the pre-adolescent and the adolescent child of the sixth grade
PDF
An in-service training program on school adjustment problems.
PDF
An investigation of the adjustment problems of transient elementary school children.
PDF
A guide for teachers who work with welfare classes
PDF
Lesson plans for in-service training class leaders in fifth grade United States history.
PDF
A student's manual for the advanced foods class of Polytechnic High School, Los Angeles, California.
PDF
A study of how the classroom teacher can help three types of socially handicapped children: children of migratory laborers, broken homes and minority groups.
PDF
A study of students enrolled in a special public secondary school for girls considered to be socially maladjusted.
PDF
Behavior problems of children.
PDF
A study of the methods used by school systems to prevent juvenile delinquency.
PDF
Learning the three R's through social studies in the first grade.
PDF
A study of high school adjustment courses.
PDF
A handbook for corrective therapists.
Asset Metadata
Creator
Kemp, Helen Striegel
(author)
Core Title
A social adjustment class for primary children: A preventive program.
Degree
Master of Science
Degree Program
Educational Psychology
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education, educational psychology,OAI-PMH Harvest
Format
masters theses
(aat)
Language
English
Contributor
Digitized by ProQuest
(provenance)
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c24-237564
Unique identifier
UC11277397
Identifier
EP50241.pdf (filename),usctheses-c24-237564 (legacy record id)
Legacy Identifier
EP50241.pdf
Dmrecord
237564
Document Type
Thesis
Format
masters theses (aat)
Rights
Kemp, Helen Striegel
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA
Tags
education, educational psychology