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ERIC Number: ED016589
Record Type: RIE
Publication Date: 1967-Dec
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE RELATION BETWEEN PARENT-CHILD INTERACTION AND INADEQUACY IN COLLEGE READING AND STUDY.
SERWER, BLANCHE L.
SELECTED EXCERPTS FROM TRANSCRIPTIONS OF GROUP THERAPY SESSIONS AMONG COLLEGE STUDENTS ATTENDING A VOLUNTARY, NONCREDIT, FREE COURSE ON READING AND STUDY SKILLS AT THE CITY COLLEGE OF NEW YORK ARE CITED. SEVEN TO TEN STUDENTS MET ONE HOUR EACH WEEK FOR 12 TO 30 WEEKS TO PARTICIPATE IN GROUP THERAPY. IT WAS OBSERVED THAT AT THE OUTSET THE STUDENTS ACCEPTED THEIR INADEQUACIES IN READING AND IN THE STUDY SKILLS REQUIRED FOR SUCCESS IN COLLEGE WORK. THIS FEELING GRADUALLY SHIFTED TO HOSTILITY TOWARD SCHOOL AUTHORITIES AND SCHOOL WORK. LATER, IT WAS EVIDENT THAT THESE FEELINGS WERE OUTWARD MANIFESTATIONS OF DEEPER PROBLEMS. SUCH AS FAULTY PARENT-CHILD RELATIONSHIPS WHICH PERSISTED INTO EARLY ADULTHOOD. IT WAS OBSERVED THAT INTERACTION IN THE GROUP EFFECTED SOME CHANGES IN THE STUDENTS' FEELINGS AND GAVE NEW INSIGHTS INTO THE INTRA-FAMILIAL ORIGINS OF READING AND STUDY PROBLEMS. WHILE THESE OBSERVATIONS INDICATED THAT COLLEGE READING AND STUDY PROBLEMS COULD BE ATTRIBUTED TO FAULTY PARENT-CHILD INTERACTION WHICH PERSISTED IN EARLY ADULTHOOD, FURTHER STUDY IS RECOMMENDED. THIS PAPER WAS PRESENTED AT THE ELEVENTH ANNUAL CONGRESS OF THE INTER-AMERICAN SOCIETY OF PSYCHOLOGY (MEXICO CITY, DECEMBER 18-23, 1967). (NS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: CAMBRIDGE; Harvard University MA; MASSACHUSETTS