Teachers' and clinicians' attitudes toward the behavior problems of children: a reappraisal.

The contrast between contemporary American education and that of 40 or 50 years ago is striking in at least one respect, the influence of psychology, in particular, clinical psychology.2 It would require little effort to detail the many and diverse ways teacher training, parent education and child care reflect the consequences of psychology's influence. The future historian will undoubtedly dwell upon the part played by E. K. Wickman's 1928 Commonwealth Fund monograph, "Children's Behavior and Teachers' Attitudes" in this development (51). Wickman's report, which contrasts teachers' and "mental hygienists' " attitudes toward the behavior problems of children evoked an assault upon the teacher's mode of dealing with children when it made evident that teachers' attitudes were widely at variance with those of clinicians. The effect of its publication is still felt. The contiguity of events might suggest to some a causal relationship between widespread knowledge of the Wickman findings and the emergence of clinical psychology as a force in contemporary education. However, a more temperate and realistic appraisal would accept the ubiquitous penetration of psychology into American life and not as a condition unique to education. The impact of the monograph was in actuality only one of a series of challenges to the values and attitudes of educational personnel. But ir

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