BlosPeter. The Adolescent Personality. A Study of Individual Behavior for the Commission on Secondary School Curriculum. New York: D. Appleton–Century Co., 1941.
2.
A book that has so much verbatim material from children in trouble that the reader is compelled to get the whole picture as the child sees it.
3.
GlueckSheldon, and GlueckEleanor T. “What Do We Know about Delinquency?” Survey, LXXX (March, 1944), 91–92+.
4.
From the legal standpoint delinquency is “the inability of the child to meet the obligations or temptations of a particular situation without resorting to violation of the criminal law.” All human beings have a breaking point, a point at which the demands of society prove too much for their inhibitions. In addition to presenting their view of delinquency, these authors urge continued research to discover the real and interrelated causes of delinquency, for only on such knowledge can sound programs to combat delinquency be based.
5.
PlantJames S.Personality and the Cultural Pattern.New York: The Commonwealth Fund, 1937.
6.
Carries the general approach of this chapter into many aspects of the child's adjustment.
7.
PorterfieldAustin L.Youth in Trouble: Studies in Delinquency and Despair with Plans for Prevention.Fort Worth, Texas: Leo Potisham Foundation (c/o Texas Christian University), 1946.
8.
A little book that rather nicely shows the extent to which we adults, rather than the child, determine the amount of delinquency—and what we are to call delinquency.
9.
PrescottDaniel A.Emotion and the Educative Process. Report of the Committee on the Relation of Emotion to the Educative Process, American Council on Education. Washington: The Council, 1938.
10.
An exhaustive and authoritative background book that brings the reader up to date on all the theory and practice in this whole area.
11.
White House Conference on Child Health and Protection, Section IV, The Handicapped. The Delinquent Child. Report of the Committee on the Socially Handicapped. New York: D. Appleton–Century Co., 1932.
12.
A complete exposition of the point of view of this chapter—with what it means to all of the sectors of our social structure, in relationship to the delinquent.
13.
WickmanE. Koster. Teachers and Behavior Problems.New York: The Commonwealth Fund, 1938.
14.
Teachers commonly associate problem behavior with such traits as stubbornness, disorderliness, irresponsibility, falsehood, disobedience, and disregard of school rules. They are not so likely to view seriously the child's efforts to evade his problems by withdrawal; yet evasion may be more significant psychologically than more aggressive behaviors. Wickman stresses that behavior problems may be explained by discrepancies between the individual's skills and capacities for action and the demands placed on him by social forces. Teachers should learn to look beneath behavior rather than simply to react to aggression by counter-aggression or to withdrawals by sympathy and protection.
15.
YoungKimball. Personality and Problems of Adjustment.New York: F. S. Crofts & Co., 1940.
16.
A monumental work which covers a wide field of misbehavior. The author has read extensively and tells the reader at every point just where he may go for further information.
