The Delinquent in the Classroom 1

Allen Frederick H. Psychotherapy with Children. New York: W. W. Norton & Co., 1942.

A helpful discussion of the growth of personality; includes enlightening case studies.

Baxter Bernice . Teacher-Pupil Relationships. New York: Macmillan Co., 1941. A discussion of school morale and its dependence upon the relationships of teachers and pupils.

Blos Peter . The Adolescent Personality. New York: D. Appleton-Century Co., 1941. The principles of mental hygiene are applied in studies of individual pupils and their learning.

Fenton Norman . Mental Hygiene in School Practice. Stanford University, California: Stanford University Press, 1943.

Fenton Norman . The School Case Work Manuals. Stanford University, California: Stanford University Press, 1943.

Both works emphasize practical means for the development of wholesome personalities in pupils and teachers; the procedures of counseling and guidance are described in relation to individual case histories of teachers and pupils; community programs are described.

Rogers Carl R. The Clinical Treatment of the Problem Child. New York: Houghton Mifflin Co., 1939.

This author's discussion of the school's part in changing children's behavior places emphasis on individual guidance. The school provides the greatest single potential source of satisfaction through achievement, which is an important condition of good mental health. Achievement can be insured if the child is placed in a suitable group and presented with an interesting and challenging curriculum. Much can be accomplished through recognizing and utilizing special aptitudes which the child may have. Remedial instruction is likewise helpful. Perhaps of greatest importance is the attitude of the teacher himself—an attitude which is quick to commend real achievement. Other ways in which the classroom teacher can help: by increasing opportunities for legitimate attention-getting for those who need more attention, giving genuine affection to the loveless, and helping all attain functional social skills. The child who is overindulged at home must be taught self-control through the weight of group opinion. The child who rebels against authority because repressive measures are used at home needs to be handled differently: his defiance should be ignored, and, whenever feasible, he should be given a choice of action. The wise teacher will use indirect controls rather than commands with such a child.

Strang Ruth . The Bole of the Teacher in Personnel Work. New York: Teachers College, Columbia University, 1946 (third revision).

Presents children's needs and teachers’ opportunities for understanding and guidance; helps the teacher in his work with individuals and groups.