THE MICHIGAN DAILY w 1 CORRECTION! 'U' Scholars UNDER GOVERNMENT GRANT: Participate 'U' Begins Chil( "ARSENAL" will be playing Nov. (instead of Nov. 15,16) 14 & 15 1 Study Program in Flint Slum 11 and "SATURDAY NIGHT & SUNDAY MORNING" Will be playing Nov. 16, 17 (instead of Nov. 17,18) In Iew Plant The Michigan Scholars in Col- lege Teacher program, initiated at the University in September, facilitates the progress of out- standing students toward the re- alization of an academic career. (EDITOR'S NOTE: This is the first in a series of articles on the Curriculum Development Program in Juvenile Delinquency being car- ried out by members of the Social Work School, the sociology depart- ment and the Institute for Social Research.) By JEFFREY GOODMAN A field program to study and help children with anti-school and anti-social attitudes is in progress under a federal govern- ment grant. The study, which is being car- ried out in a Flint slum, is part of the Curriculum Development Program in Juvenile Delinquency. The program includes this and 11 other projects. A total of nine pro- fessors in the Social Work School, sociology department and Insti- tute for Social Research are in- volved. Under the direction of Prof. Ronald Lippitt of the ISR, Charles Jung is presently working with students, teachers and youth practitioners (professionals or volunteers with special training in handling youth). Two Schools His area of operation is two Flint elementary schools which have high delinquency rates. The scope of the project was initially experimental. Executives of the Flint school system claimed that something ought to be done with "in-betweeners," children too young to leave school but already showing markedly aggressive feel- ings toward established school authority and goals. A major purpose of Jung's pro- gram is to collect data and de- velop ideas for educational pro- grams aiding teachers and youth practitioners in their work with deviant children. y _ _ . . I The project is divided into four action areas. The first offers spe- cial human relations training to regular classroom teachers having special problems with their stu- dents. A second area involves special classrooms with trained teachers. Children diagnosed as having so- cial and emotional problems in- terfering with their school adjust- ment spend half their day in these classrooms. Another area includes after- school clubs with two socio-emo- tionally handicapped children and 15 others screened as being emotionally stable. Visiting Teachers The fourth area brings visiting teachers - professionals, with so- cial work training, whose role in the schools involves counseling -- in contact with parents of the handicapped children. All four program areas are based on the concept of a "mul- tiple entry" approach into the child's world. The basic assump- tion is that all of the interper- sonal influences on a youth's attitudes and goals - such as those from teachers, parents and peers - interact in a dynamic fashion. Change in any one of these in- fluences alone may not yield what Jung terms the overall desired ef- fect of more positive attitudes toward school and society. Attention to All Thus attention must be given to all the "entries" which influ- ence a child's school orientation, and work in any one area must be coordinated with work in all others. One particular finding from previous research already supports this concept. Jung had deter- mined that a child's peer group is a crucial definer of his be- havior. The anti-authoritarian ing sensitivity to interpersonal re- lationships and modes of reducing aggressive behavior. Teachers were encouraged to support de- viant students in integrating with pro-school peers. In the special classroom area of; the project a trained teacher con- centrates on gaining the respect of the handicapped children; be- coming accepted as someone who can understand them and as, someone whose example the chil- dren will follow. Jung himself participates as leader of some of the after-school clubs, which seek to develop skills of relating to others. The various activities of the clubs include trips to learn about community resources, intramural sports and money raising. Suggestions Many of the activities are sug- gested by the club members them- selves. Jung tries to help members develop a sense of responsibilityj for initiating and c a r r y i n g through their own programs. Further, evaluation of the vis- iting teacher-parent consultations indicates a generally high level of acceptance on the part of parents for the series of discussions on academic, family, social a'd emo- tional problems relating to the children. At present, Jung is involved in interpreting data gathered from the program areas. He uses three behavioral criteria: the child's academic progress, his relations with peers and with teachers. He has found that a combination of ratings made by the children themselves in these three areas are significantly correlated with the child's observed behavior. Three Criteria The three criteria are looked at in terms of four variables, upon which the children rate them- selves and others. These variables are the subject's perception of the behavior of others in the three areas, his perception of their ex- pectations of him -in each area, his desire to please them and his view of the extent to which others will be angry if he does nog do what they prefer. Jung terms these variables the "messages" the child gets from others. In addition, Jung distinguishes between persons normally relating to the child but not trying to help the child and persons relating to the child in one of the program action areas. The former he calls "ongoing systems" and the latter "planned intervention systems." On the basis of these defini- tions, he comes up with the fol- lowing findings: 1) The combination of messages about criterion behavior from people important to the child can predict significantly to his inter- personal behavior; Intervention Systems 2) Messages from the interven- tion systems are significantly more positive than those from the on- going systems; 3) The more incongruence ex- isting between the messages on criterion behavior, the greater is the child's propensity to behave in an undesirable manner, and 4) Many of the deviant subjects receiving the most intervention report a significantly larger in- congruence between messages in a given area than those receiving less intervention. Important Area Jung considers the last finding of special importance. It implies, he says, that the effect of a dis- crepancy between increased posi- tive messages from the interven- tion system and continuing nega- tive messages from another area may actually outweigh the effect of the positive message. It is therefore crucial, he says, that programs in all areas be carried out in a co-ordinated fashion. Only in the proper bal- ance with other forces is any single force apt to have the de- sired effect. PROF. RONALD LIPPITT ... program director child tends to feel rejected by the pro-school, pro-teacher elements and to form an anti-school, anti- teacher subgroup. Acceptance by and integration' into the pro group is therefore crucial, and these objectives will be best achieved by working with the various peer groups rather' than solely through a one-to-one relationship between child and youth worker. In the first of the program areas, training was offered regular teachers with an eye to develop- FLY STUDENTS FACULTY EMPLOYEES TO round trip BOSTO N (Logan International Airport) INCLUDES: CONTACT; Christmas Vacation . Mr. Paul Weinberg ' Charter air flight 238 Anderson, E.Q. y' Buses to and NO 5-4111, from "'M" Union LEAVE DEC. 21 ext. 140 Dinner on Plane RETURN JAN. 12 6-8 p.m. 50% OFF 1 on our large selection of FOLKWAY RECORDS at USNSA Co-Op 330 Nickels Arcade 10 a.m. to 6 p.m. Monday through Friday !"T T s Make Your Weekend More Enjoyable...Dine Out at Ann Arbor's Finest Re! ;traurants THE ROMANOFFS GERMAN CUISINE BREAKFAST-LUNCHEON -SNACKS ON THE CAMPUS IN THE BELL TOWER MOTOR INN-N. 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