agency, simply by virtue of its situation, is in a better position to give impetus to the kind of collation of existing data as well as stimulus to the support of new investigations that you refer to.

Senator CLARK. Suppose you were to wake up one morning and find you had $5 million to spend in the next fiscal year on juvenile delinquency. Would you have any very strong views as to what you would like to do with it?

Mr. RICHARDSON. If we were writing our own ticket in this, given $5 million I think our probable reaction would be to include some money in each of the areas of research to develop new knowledge, the demonstraiton of knowledge, and of training. I think we would feel that those three things could be administered in a way that did not result in the dissipation of funds but, rather, that tended each to reinforce the other.

Senator CLARK. Mrs. Oettinger, do you want to comment on how you could spend money for training? What techniques would you utilize to improve training?

I have the impression that, as in the case of so many other very important professions and occupations in our country, we just do not have enough younger people coming into the field. On the other hand, it is very important to improve the training of those who already are in the field and you cannot do too much.

What would be a feasible, practical approach to the training program?

Mrs. OETTINGER. I do think we want to make a twofold approach, even with limited funds, so that we would not ignore the people that were already in the field and the in-service training aspect because, as you know, in relation to juvenile delinquency, there are a number of helping professions that work together. Some of these people have little or no training but are very responsive to in-service training methods. I think this training could be done as it has been done in a very limited kind of way on either a local level or State or regional level. The people who are reaching out for training-house parents within the institutions that are caring for children, people who have not had full training and are in the probation service, those who help children in detention homes, or other auxiliary people right in the first line would have an opportunity to get something of the understanding that the professions have developed in relation to the treatment of youngsters who have already committed juvenile offenses.

Senator CLARK. How could you go about providing that opportunity?

Mrs. OETTINGER. I think many of the training schools themselves are eager for this kind of training. I think many of the courts are, and I think other facilities know what need they have to raise the level of the personnel which are already employed in the highest capacity that they can be. With such inservice training methods as institutes, workshops, gatherings of that kind, as well as consultation to the people who are on the job by training supervisors, training could be made available through States or through regional services. Senator CLARK. Do you have available, within HEW, the trained personnel to engage in that kind of activity, or would you have to go out and get them? And to what extent should this preparation or training be done in actual face-to-face contact or through instruction?

Mrs. OETTINGER. We have now, within our Division of Juvenile Delinquency Service, two training specialists. You may know, in the face of the needs of the total country, how small this is, and, yet, even within our limitations, we have been able to discover needs and to demonstrate what can be done on a very selective basis.

So I think there is some start there. Moreover, these specialists really have had, in a sense, a dry run. They would know where they could get additional resources. For example, during the last year we have had a training session at Rutgers Univesity, and it was in cooperation with their school of social work. We used the already existing facilities, brought in specialists who came from many parts of the country to carry on this small, limited workshop. But it does show a method that could be successfully applied.

There were a great many more people who wanted to be admitted to this training session than it was possible to have. So I think we would have no trouble in participants, and I think also we do have some idea of an effective way of enlisting the talents that are available throughout the country because, even on a part-time basis like this, they are amazingly responsive because they know of the need. So many of these teachers come together for focusing on some specific subject.

We found it is better not to cover the waterfront but to have a rather specialized group who have recognized needs that they know because of their experience and who look for help in the training situation.

Senator CLARK. Do you see any particular need for the collection and dissemination of existing data and results of study which have already been made?

Mrs. OETTINGER. I do think some beginnings have been made in this. I want to call to your attention, for example, if you have not already seen it, as you may have, March issue of the Annals of Political and Social Science. Miss Helen Witmer, who is the director of our Division of Research in the Children's Bureau, directed this. The emphasis in this was on evaluation. So the evaluation that needs to be done, I think, was clearly pointed out there.

I do not think this has been neglected, but I think it needs to be done on a much more comprehensive basis than has been possible to date.

Senator CLARK. Would it be your thought, Mr. Richardson, that any bill that we brought out should have a good deal of flexibility and discretion left with the Department as to how the funds should be spent, or should it be pretty well categorized, what we would like to have done?

Mr. RICHARDSON. I think within whatever limits seem necessary to the committee and to the Congress, it would be desirable to have a substantial degree of flexibility.

I might, in this connection, Mr. Chairman, mention the bearing on this problem of the work being done through the National Institute of Mental Health. You perhaps saw the statements in the House committee report on this score.

Senator CLARK. I was going to ask you about that. I would be happy to have you proceed on that right now.

Mr. RICHARDSON. I was going to make the point simply, Mr. Chairman, that from our point of view it would be desirable to have in the

Children's Bureau or in the Department for delegation to the Children's Bureau, a degree of authority and competence in tackling this problem with funds and personnel, comparable to that which the National Institute of Mental Health now has under its very broad grant of authority.

Senator CLARK. We in this country are in short supply of psychiatrists, psychologists, social workers and probation officers, and I am wondering what priority you give to the need for additional training of persons now working in the field, which Mrs. Oettinger discussed a minute ago, as compared to the need to increase the national pool by bringing new people in.

This is a hard question to answer.

Mr. RICHARDSON. I think we would feel, as Mrs. Oettinger indicated a moment ago, that these things ought to be approached in tandem. You can organize one type of short-term training course or institute for people who are already in service and who need the upgrading of their skills and knowledge while concurrently seeking to support new programs of training and provide assistance to individuals interested in going in the field in getting that training.

This is a pattern that has worked successfully in various other fields where shortages of personnel exist. It is applied, for example, under various headings in the field of public health where we have authority, first, to make grants to the States which can be used by them for the training of their people; secondly, to provide traineeships or fellowships to people who are being recruited for various fields of public health; and, finally, to support courses of training in various specific fields of public health.

Senator CLARK. You have also got it in the National Defense Education Act in terms of graduate students, fellowships..

Mr. RICHARDSON. Graduate students and language teachers, counseling and guidance personnel.

Of course, the National Science Foundation applies a very wide. range of more or less similar programs to the training of teachers in science and mathematics, and of scientists. So the training of new recruits and the training of people already in service can, we think, go ahead together.

Senator CLARK. You are doing some of that work right now, are you not, in the Department? I understand there are a number of HEW programs under which fellowships, stipends and loans are now being given for the training of psychiatrists, social workers and psychologists and others who have skills which would be helpful in juvenile work. You are doing some of that, are you not?

Mr. RICHARDSON. Yes, we are. Of course, the National Institute of Mental Health authority in the training field is very broad, much broader than any that the Social Security Administration or the Children's Bureau now has. We feel therefore, that for the kind of cooperative relationship in this field between social work and work in maternal and child health on the one hand and work in mental health on the other, to go ahead in partnership in the manner envisaged in the House report, it would be desirable, in fact necessary for the Social Security Administration to have a comparably broad grant of authority.

Senator CLARK. I wonder if it would be much of a job for you to prepare for the subcommittee cost estimates showing the number of

different categories of personnel for whom training is needed in the course of providing such training, and then also the extent to which this can be done under existing authority now vested in various units of your department if funds were made available, and to what extent additional legislative authority is needed.

I do not mean to give you an enormous task, and, if this is too great a job to be done reasonably promptly, I would not want to ask you to undertake it. But some data of that sort would be appreciated. Mr. RICHARDSON. I think we could give an approximation. (The data referred to follows:)

PERSONNEL SHORTAGES AND ESTIMATES OF TRAINING COSTS IN THE FIELD OF JUVENILE DELINQUENCY

For ease of reference, personnel engaged in the various fields of work with delinquent youth will be considered in the following groups: (1) Social workers; (2) police officers; (3) house parents in institutions (including detention homes); (4) judges; (5) psychiatrists and psychologists. For each of these groups, information or comments are given with regard to the current shortage, the cost of training each such person, the adequacy of facilities for training such persons, and the means and cost of supply needed facilities. Social workers

Shortages. The core of treatment service for individual youth is casework provided by qualified social workers. Currently this service is provided in various ways, such as by probation workers assigned to juvenile courts, by parole workers in correctional agencies or institutions assigned to work with youth upon their release from the institutions, by social workers assigned to work with children in institutions for delinquent youth, and by child welfare workers in public welfare agencies who usually serve children with a variety of problems frequently including children coming to the attention of juvenile courts because of alleged delinquency. Following are estimates of the current shortage of these workers:

1 This includes group workers for institutions but not for detention homes nor for street gang work. The need for the latter 2 is great but data necessary for reliable estimates are lacking.

Costs of training individuals. Two years of graduate training in a school of social work is generally recognized as the amount of training needed for adequate preparation for social work. The estimated cost of stipends to individuals for such training is $2,000 for the first year and $2,400 for the second year.

Existing facilities.—The 55 schools of social work in the United States have a total full-time enrollment of about 4,500 students. In the academic year 1957-58, about 1,750 students completed their second year of training and were graduated with a master's degree. Since these represent the numbers being trained for the entire field of social work, the number of workers currently being trained is obviously grossly inadequate to supply the demand for trained workers.

Means and costs of expanding facilities.-With respect to personnel for the field of juvenile delinquency, not only is there need for expanding opportunities for individuals to secure stipends for such training, but also there is need for

expanding and enriching existing training resources. The means for the latter include: (1) Expansion of fieldwork units whereby students in a school of social work may secure training in the practice of casework in a correctional setting, and (2) employment of more professors with competence in corrections. The cost of one such supervisor is estimated at about $7,000 per year and of one such professor at about $8,000 per year. Based on the availability of personnel and the number of schools currently ready to expand, it is estimated that in the first year, 10 professors and 20 fieldwork supervisors could be secured and utilized in expanding and improving training resources in schools of social work. This would also entail additional administrative expenses to the university.

On-the-job training.—Because of the large number of persons currently employed in social work positions who have no social work training or have not completed their training, on-the-job training is needed on a continuing basis for personnel in the field of juvenile delinquency. This training may be carried on through a wide variety of methods, such as through (1) consultants on the staff of a State agency who help local agency personnel (probation officers, child welfare workers, etc.) in improving the quality of their services, (2) training supervisors on the staff of a State agency or institution or of a large local agency who devote full time to planning and carrying out training programs; and (3) institutes, workshops, and other short-term training conferences for the purpose of increasing the knowledge and understanding in specific aspects of services for delinquent youth for personnel within a particular local community, State, or region. Because of the wide range of possibilities for conducting on-the-job training, no estimate of costs can be made. The cost of a full-time consultant or training supervisor would be about $7,000 per year. Police officers

Since the police "generalist" has the large majority of contacts with children, the Children's Bureau believes that every police officer should have a minimal degree of training in the handling of children as part of his basic police training, provided by a police juvenile specialist. No reliable figures on such programs are available on which to base an estimate of the current need. Also, the lack of generally accepted standards in this area is a considerable handicap in reaching meaningful estimates.

While most of the large urban communities have established specialized units for improving police handling of children's cases, only about one-half of the middle-sized communities and only about one-fourth of the communities with less than 10,000 population have established these units. Existing training courses for police juvenile specialists vary widely in duration and content, anu the effectiveness of the various ones has not been evaluated. Consequently, it is not possible to estimate shortages or costs of training through such facilities. However, most of the more intensive training courses available are based on the first one offered and still in operation, the Delinquency Control Institute at the University of Southern California. This course at this institute is 12 weeks in length and costs $800 per individual officer, including tuition, travel, and living expenses. This amount does not include salary which it is assumed will be borne by the local administration to which the police officer is attached.

House parents

Approximately 4,679 house parents are employed in institutions for juvenile delinquents. It is estimated that an additional 5,321 house parents are required, making a total of 10,000. Although college education is the recommended standard of education for people in these positions, the usual requirement is high school graduation. This places a premium on the native ability and intellectual capacity of these personnel since most of their training must come on the job. Institutes of varying length and course content are available at a number of colleges. The variation in on-the-job training and in the institutes offered make estimates virtually meaningless. One of the most recent institutes is that offered by the School of Social Service of St. Louis University. It is a professionally designed short course for house parents. The cost of the 6 weeks' institute is $275 per person. This includes $125 for tuition and $150 for living

expenses.

Judges

The basic training for a juvenile court judge, as for any other judge, is law. Since judgeships are clearly established by law and any vacancies are usually