How School Services Help to Prevent Delinquency*

Cook Katherine M. The Place of Visiting-Teachers’ Services in the School Program. U.S. Office of Education Bulletin, 1945, No. 6. Washington: Government Printing Office, 1945.

A summary of the results of a questionnaire on visiting teachers or school social workers sent to 1,100 public schools and a discussion of the visiting-teacher services from the standpoint of their growth and improvement.

Cook Katherine M. Pupil Personnel Services for Children. U.S. Office of Education Leaflet No. 72. Washington: Government Printing Office, 1944.

A discussion of pupil personnel services: the need for such services and how these are set up, operated, financed, and staffed.

Everett Edith . “Social Work in the School,” Visiting Teachers Bulletin, XVI (December, 1940), 1–12.

“Juvenile Delinquency,” Illinois State Normal University Bulletin, XXXVIII (November, 1940).

An excellent summary of the school's responsibility for delinquency prevention. Mr. Stullken stresses the school's responsibility for arousing and enlisting the interest of civic groups and for the development of special remedial, clinical, and counseling facilities in the schools. He believes that all cities over 20,000 should organize one or more day schools for the socially handicapped, where special programs may be developed and a free approach may be made to educational problems.

Various discussions in this summary describe curricular and extracurricular modifications, physical-education programs, and the like, which will be helpful in meeting the children's needs.

Martens Elise H. Clinical Organization for Child Guidance within the Schools. U.S. Office of Education Bulletin, 1939, No. 15. Washington: Government Printing Office, 1939.

A description of types of programs for child guidance in the schools and in counties, states, and large cities; also includes report of 1939 “Conference on Organization for Clinical Adjustment of Behavior Problems of School Children.”

Smalley Ruth . “Social Case Work Techniques in Attendance Service,” Visiting Teachers Bulletin, XVI (June, 1941), 6–15.

Social Services and the Schools. Washington: Educational Policies Commission of the National Education Association and the American Association of School Administrators, 1939.

“A systematic analysis of co-operative relationships between public schools and public health, welfare, and recreation agencies and public libraries. a framework of policy.”

Teagarden Florence M. Child Psychology for Professional Workers. New York: Prentice-Hall, Inc., 1946 (revised).

This book has been well received by teachers, social workers, and others who are in direct touch with children's problems. There are many practical suggestions in chapter xiv concerning the problem child and the unofficial delinquent. Chapter xi presents an eminently sane view of the child's sex life and attitudes which many workers found particularly helpful. Chapter x, “The Child's Emotions,” includes much useful information on personality patterns, which will assist the classroom teacher to see his children as individuals. The chapters, “The Child and His Home,” and “The Child and His School,” present basic material for sound guidance of normal growth in these two major institutions of a child's experience.