How to Work with Parents in Preventing Delinquency 1

Baldwin Alfred L. , Kalhorn Joan , and Breese Fay H. “Patterns of Parent Behavior,” Psychological Monographs, 1945, LVIII, No. 3.

An analysis of such common patterns of parent behavior as rejection and hostility, casualness in emotional relationships, and acceptance of the child. Each pattern is divided into subgroups, giving seven patterns in all.

Baruch Dorothy W. “Parents and Teachers Work Together,” Journal of the National Education Association, XXX (December, 1941), 259–60.

Methods of developing parent-teacher co-operation such as observation, participation, group meetings, and conferences are briefly analyzed.

Bullis H. Edmund and Others. Human Relations in the Classroom: Kindergarten-Twelfth Grade. Delaware State Society for Mental Hygiene, Inc. Wilmington Delaware: Hambleton Printing and Publishing Co., 1944.

Provides a description of the plan of the Delaware State Society for Mental Hygiene for teaching human relations in the classroom and gives twenty-three prepared discussion lessons.

Folsom Joseph K. Youth, Family, and Education. Washington: American Council on Education, 1941.

This report prepared for the American Council on Education gives a summary and analysis of various school programs for education in family life.

Healy William , and Bronner Augusta F. New Light on Delinquency and Its Treatment: Results of a Research Conducted for the Institute of Human Relations. New Haven, Connecticut: Yale University Press, 1936.

An analysis of the differences found in a detailed study of 105 delinquents and an equal number of controls composed of siblings of the delinquents balanced as to sex, age, and position in the family. Findings show the importance of recognizing the fundamental motivations of human behavior.

Jacobsen Einar W. (Chairman). Education for Family Life. Nineteenth Yearbook of the American Association of School Administrators. Washington: The Association, 1941.

An analysis of the problems and issues involved in education for family living. Also provides an extensive appendix on organizations rendering service in this field.

Morgan Mildred I. , and Ojemann Ralph H. “The Effect of a Learning Program Designed to Assist Youth in an Understanding of Behavior and Its Development,” Child Development, XIII (September, 1942), 181–94.

Describes the results of an experiment in training young people in understanding the principles of human behavior. Comparison of experimental and control groups gave significant differences in measures of conflict.

National Education Association and Society for Curriculum Study, Joint Committee on Curriculum Aspects of Education for Home and Family Living. Family Living and Our Schools. New York: D. Appleton-Century Co., 1941.

Presents a discussion of the problems involved in developing programs in family living in the schools and gives a description of numerous plans.

Ojemann Ralph H. , and McCandless Ruth A. “Suggestions for a Fundamental Revision of Report Cards,” Educational Administration and Supervision, XXXII (February, 1946), 110–16.

Points out the difference between reports to parents emphasizing the pupil's overt behavior as contrasted with reports describing some of the factors giving rise to the behavior and provides data on the effectiveness of the latter.

Ojemann Ralph H. , Nugent Anne , and Corry Martha . “Study of Human Behavior in the Social Science Program,” Social Education, XI (January, 1947), 25–28.

Analyzes some of the possible contributions of the study of human behavior by high-school pupils and describes the effectiveness of a series of four units incorporated in the social-science program.

Ojemann Ralph H. , and Wilkinson Frances R. “The Effect on Pupil Growth of an Increase in Teacher's Understanding of Pupil Behavior,” Journal of Experimental Education, VIII (December, 1939), 143–47.

When teachers were trained to understand pupils, significant changes in attitude and conflict scores appear. The comparisons were made between an experimental and a control group.

“Schools and Wartime Delinquency,” Journal of the National Education Association, XXXI (May, 1942), 151–52.

Although directed toward wartime conditions, this material is pertinent in postwar circumstances. Schools must maintain full school terms and adequate teaching staffs. In danger spots and for certain types of children, the school day and the school year should be lengthened. The school should widen its influence in the community by promoting home visitations by teachers, providing for more continuous use of the school plant, acting as a co-ordinating agent for social agencies interested in juvenile delinquency, and helping maintain the American home through initiating discussions of family life problems in the Parent-Teacher Assocition, promoting recreation in the home, and encouraging mothers of young children to view their homes as a major responsibility.

Virginia State Board of Education. Handbook for Parents: The Virginia Program for Improving Instruction. Bulletin of the State Board of Education, XXIII, No. 9 (April, 1941). Richmond, Virginia: Division of Purchase and Printing, 1941.

This handbook was prepared for parents to help them understand the purposes and practices of the Virginia State School Program. It represents one method of working with parents.