Guidance for the Mentally Handicapped

Johnson, G. Orville

doi:10.1177/001440295001600402

Cited by 4 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Johnson (61) stated that "the ability to get along with co-workers, job interest, desire for more than adequacy of performance, dependability, and cheerful acceptance of criticism seem to be the traits employers seek." Coakley (23) found no relation between wages and IQ among mental defectives, but that there was a high positive relationship between stability and job tenure.…”

Section: Social and Vocational Adjustmentmentioning

confidence: 99%

Chapter II: The Mentally Retarded

Kirk¹,

Kolstoe²

1953

Review of Educational Research

View full text Add to dashboard Cite

Section: Social and Vocational Adjustmentmentioning

confidence: 99%

Chapter II: The Mentally Retarded

Kirk¹,

Kolstoe²

1953

Review of Educational Research

View full text Add to dashboard Cite

“…Johnson (76) reviewed studies on guidance for the mentally handicapped and indicated the present status of findings. He observed that without guidance the mentally retarded have goals beyond the possibility of achievement, and stressed the need for integrated guidance training from early years thru the process of job adjustment.…”

Section: Mentally Retardedmentioning

confidence: 99%

Conditions Affecting the Guidance Program

Boyer¹

1951

Review of Educational Research

View full text Add to dashboard Cite

“…Johnson (103) presents an excellent review of problems connected with the educa1ion and guidance of mentally retarded pupils, together with an alysis and critical comments. His report presents data on the characteristics of the mentally handicapped.…”

Section: Special Educationmentioning

confidence: 99%

“…Johnson (103) recommends that local schools (a) analyz e the characteristics and abilities of mentally handicapped pupils and (b) survey local employ ment opportunities, and that on the basis of these findings implement a forthright guidance program.…”

Section: Special Educationmentioning

confidence: 99%

Educational Psychology

Stroud

1951

Annu. Rev. Psychol.

View full text Add to dashboard Cite

What amounts to a kind of self�consciousness in educational psychology is indicated in a number of ways. A nderson (1) has discussed the influence of psychology upon education in America within the last fifty years. The content of contemporary texts in educational psychology has been examined by Blair (2). Bruce (3) has raised a number of questions about the amount and kind of training the educational psychologist should receive in general and theoretical psychology. Freeman (4) sees a need of redefinition and reorientation; Trow (5) "charts a course." Noll, Horrocks & Anderson (6) have presented a committee report on the function of the division of educa tional psychology in the American Psychologic a J Association.Freeman (4) asks the question, should the teaching of educational psy chology be "primarily on a technological level or on a scientific-theoretical level?" Bruce (3) suggests that our efforts to be practical have sometimes resulted in superficial treatment of learning and guidance, and that many who teach educational psychology have had too great a proportion of their training at the practical level and too little in such basic areas as cultural anthropology, clinical psychology, and general psychological theory and experimentation.To the extent that Freeman's question relates to the training ofeduca tional psychologists, Bruce has supplied the answer, at least a good answer. But educational psychology must also justify itself in another respect-the teaching of students who are to become classroom teachers. Most students preparing to teach will not gain enough competency in psychology to make much use of the scientific-theoretical approach, and will not exert a great deal of influence upon educational thought anyway. Perhaps a delineation of broad, general principles of learning, child development and management, and the technology derivable, is the best approach for them.The serious student of educational psychology, educational specialists, and all persons likely to assume positions of leadership in education should have thorough grounding in the scientific and theoretical aspects of the subject. Principles, generalizations, thought, not technology, can guide us. The educational leaders should be able to distinguish between shallow, un reasoned claims that may be encountered daily in the name of psychology, on the one hand, and principles based on psychological sophistication, on the other.An educational psychologist is by history any psychologist who devotes his energies to educational problems. Anderson (1) has made a strong case for psychology as an influential factor in education. Dewey and Thorndike "cannot be matched by two others who have had equal effect on American

show abstract

Guidance for the Mentally Handicapped

Cited by 4 publications

References 4 publications

Chapter II: The Mentally Retarded

Chapter II: The Mentally Retarded

Conditions Affecting the Guidance Program

Educational Psychology

Contact Info

Product

Resources

About