The Indianapolis times. [volume] (Indianapolis [Ind.]) 1922-1965, 1935-07-18
Child STUDIED
MORE CLOSELY
IN PSYCHOLOGY
Clinical Research Coming
Into More Favor
As Aid.
BY CORA Il. KEY
Psychologist. National Child Research
Center


about children that child psychology
Is throwing Searchlght on today?
At present, child psychology is
much concerned with the pre-school
child, the child from IS months to
S years of age. The infant is a
close second, the adolescent is
somewhat out of the running, and
the child from to 10 probably will
come next under the line.
This interest in the pre-school
child is a cause and a result of the
establishment of 5000 nursery
schools in this country and the
similar popularity of the nursery
school in European countries, Rus
STA, England and Italy are ex-
ampieS.
Psychology has pointed out the
fact Of individual differences among
children and adults. Today it is
emphasizing the value of the clint
cal approach in education and in
employment. Find out what child
can do, what he can't do, what he
wants to do and then teach him.
For example, a child's social
status. the occupation of his father,
the frustrated ambition of his
mother, the salary prospects of a
job are important, but even more
important for the child's adjust
ment are his intelligence quotient,
his special abilities and disabilities,
his interests and his particular mo-
tivations.
So the clinical psychologist gives
intelligence, school achievement and
special ability and disability tests
and studies the environment and
behavior of a child to see if the
parent and teacher can be helped
with the particular child for whom
they are responsible
Look for Average
Child psychology is emphasizing
the need for nOrms, standards, or
averages by which to compare in
dividual children.
What can the average 4-year- old
do in speech; what is his sex inter-
est; does he have an imaginary
playmate; does his intelligent quo
tient remain constant; should he be
taught manners; how does he
choose his friends; can he learn to
read?
If we know what the average be-
havior is, that is to say what so per
cent of all 4-year -olds can do in
these things, we can better advise
about each individual child
Much money from the research
funds is employed in establishing
standards, or averages; much scien-
tific patience and acumen are re-
quired, and the establishment of
norms is essential to the validity of
clinical advice.
Child psychology is emphasizing
today that behavior, good or bad, is
a symptom.
Sometimes the clinical psycholo-
gist must deal directly with the
symptom, but he knows that the
best treatment is the discovery ana
removal Of the cause.
II d CllA4Q SOCho Ills bIlU1llD, IL 1lS
demands attention, if he shutters,
the treatment should begin with the
question, "Why?"
Among possible causes, the child
may be discouraged, he may be
lonely, he may be hard-preSsed
Remove such causes and the cure
is expected, perhaps slowly but
surely.
Emphasize Guidance
Guidance is another point of en-
phasis in modern psychology. Skill,
information and enjoyment are
largely dependent on growth and
training.
Efficient training is based on a
knowledge of the levels, or steps in
child development. For example,
the average 2-year-old can master
at least IS per cent of the diff
cultieS in his dressing, and he finds
certain tasks, as buttoning and ad-
justiEg his clothes, much more diff
cult than getting a leg into some
hole.
If his mother knows this she can
help him at the real difficulties, en-
courage him, and be able to select
self-help Clothes.
The child would not only be
learning to dress, but he would pro-
fit nv the 5sldeYDeY,da1,ca aod troi,,