The problem with which this study is concerned is that of a descriptive analysis of counseling techniques being used by selected child welfare workers. The method determining the counseling techniques being used was a questionnaire. Seven counseling techniques were tested on the questionnaire. The questionnaire was developed through the use of various sources. Validity and reliability of the questionnaire were not tested. The findings were inconclusive, based upon the data. The workers tended to show eclectic use of techniques. Psychoanalysis and client-centered therapy did poll the greatest number of positive responses. Z-scores and probability between the counseling techniques were determined. The findings supported the responses received by psychoanalysis and client-centered therapy. No recommendations were made.

Methods of study include two questionnaires and eight photographs of television characters used while interviewing sixty children, ages four and five. The data showed that the children actively selected the television programs they watched rather than watching at random. They watched television regularly and named the programs they watched. The children perceived a great amount of parental supervision in their viewing of television. Most children were able to understand the concepts of fantasy and reality, to distinguish between those concepts, and to apply them to specific television program characters and their actions. However, the five-year-olds showed a greater tendency to identify television program characters as make-believe.

The purpose of the evaluation was to test effectiveness of a visual, visual-motor, and auditory perceptual skills training program devised by Dr. Jerome Rosner, and to confirm or deny application of this training to improved classroom skills. Subjects were 38 kindergarten children, 20 in the Contrast Group, and 18 in the Experimental Group. Both groups received the same training in the basic curriculum of readiness skills. The Experimental Group also received training in the Visual Analysis and Auditory Analysis Skills programs. Pretests and posttests were administered, tabulated, and analyzed. Differences in raw score means were sufficient to indicate more than a chance factor and all tests demonstrated a plus factor for children in the Experimental Group.