Case history norms of unselected students and students with emotional problems.

McKinney, Fred

doi:10.1037/h0055310

Cited by 11 publications

(20 citation statements)

References 8 publications

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“…The neurotic group and control group each included 200 subjects. Previous examination of the characteristics of these two groups showed that they did not differ significantly in respect to age, sex, or population of home town [8].…”

Section: Subjectsmentioning

confidence: 91%

A case history blank as a projective technique.

Wertheimer¹,

McKinney²

1952

Journal of Consulting Psychology

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"The Pre-Interview Blank, a standardized history blank, was used in the present study as a projective device. Differences in the expressive handling of the blank were found between controls and neurotics, as well as between the controls and neurotic subgroups." The following were used as indices of expressive behavior: "overreaction," "originality," "use of space," and "feeling tone." Differences in these indices between the groups are described in detail.

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Section: Subjectsmentioning

confidence: 91%

A case history blank as a projective technique.

Wertheimer¹,

McKinney²

1952

Journal of Consulting Psychology

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“…Motivation and study efficiency. Although the studies on groups of students fail to show that tendencies toward emotional instability always interfere with grades, there are cases in which emotional and motivational problems do affect scholarship (50)(51)(52)(53)(54)(55)(56). One study of gifted children indicated that those who were not too successful academically or in life were influenced in part by emotional and motivational factors in their history (57).…”

Section: Motivation For Studymentioning

confidence: 99%

Adjustment to college work.

McKinney¹

Psychology of Personal Adjustment: Students' Introduction to Mental Hygiene (2nd Ed.).

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Your ability to perform efficiently in courses reflects maturity in addition to skills of reading, memorizing, and thinking effectively and creatively. Adjustment to school work is important aside from the value of grades and college efficiency. It involves adjustment to responsibilities and duties-one of the important demands in our culture. If you are mature in this respect, you are capable of taking yourself in hand. You can determine what is required of you in a given course, to reach distinction and to make a contribution. This involves planning your time and energies. As many studies to be presented in this chapter will show, it is a serious error to divorce the attitude and skills which lead to academic success from those which lead to success as an executive. Industrialists who are responsible for production, quality of goods and distribution, and professional men as well, have perforce a wealth of knowledge at hand and are constantly acquiring new facts and thinking in terms of them. Their overall task does not differ too much from your task as a college student.Adjustment to school work, then, is an integral part of adjustment in other areas in the adult vocational world, particularly since learning, thinking, and efficiency, as well as a body of knowledge, are so important to this adjustment. Harold T. graduated fromHigh School where he was in the upper third of his class. He had always received good grades but did not remember studying. His father is a physician and is able to pay all Harold's expenses while he is in college. Harold was a member of fraternity but was not initiated the first semester because of his grades. He wanted to study medicine, but his motivation was not very strong. His father suggested medicine be-21 * This case was contributed by Irma Ross of the Reading Clinic, University of Missouri.

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“…Relatives may affect in some way the emotional adjustment of the children-possibly creating a source of friction or of inspiration. On the other hand, personality stability and later mental happiness is associated with a happy home (45,53,20).…”

Section: Factors Contributing To Developmentmentioning

confidence: 99%

“…One psychiatrist states that in 75 per cent of problem children health is a factor. College students who have emotional problems speak more frequently of illness than do others (20,63).…”

Section: Factors Contributing To Developmentmentioning

confidence: 99%

Development of personality.

McKinney¹

Psychology of Personal Adjustment: Students' Introduction to Mental Hygiene (2nd Ed.).

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Constitutional factors-reflected in part in body build, temperament, and basic reactive trends. B. Prenatal life and birth. C. Early maturation. D. The mother-who may be loving, understanding, overprotective, inconsistent or unreasonable in discipline, tense and dominative or anxious, reject the child or play favorites. E. The father-similar to mother. F. The family unit-whether parents were compatible, home broken, affected by relatives, reputation, offered warmth and security. G. Aspects of the home and neighborhood-such as cultural level, rural or urban, kind of neighborhood. H. Play, social contacts, and recreation-group activities as outlets and sources of growth. I. School experiences. J. Extraschool experiences-movies, radio, work. K. Religious and moral influences. L. Health and physical factors. M. Self-impressions and evaluations. N. Affection and sex. O. Pubertal changes and adolescence-attitudes produced by changes, newer social and parental relations.

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Case history norms of unselected students and students with emotional problems.

Cited by 11 publications

References 8 publications

A case history blank as a projective technique.

A case history blank as a projective technique.

Adjustment to college work.

Development of personality.

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