31. Shows a working knowledge of the legal framework within which provisions for education of the delinquents are made.

32. Develops a pupil-centered rather than a subject-centered curriculum based upon individual interests, abilities, and needs. 33. Takes advantage of flexibility of school programs and schedules to permit individual adjustment and development.

34. Tailors individual methods, materials, time schedules, space arrangements, teacher's role, and grouping in accordance with the major needs of the delinquent child as determined by clinical study.

35. Uses therapeutic tutoring with the delinquent child effectively. 36. Provides advantageous learning experiences in which the delinquent child can be successful.

37. Uses a wide variety of media and finds that appropriate medium which is significant to the delinquent child, allowing for a sublimation of energies and a growing sense of achievement.

38. Avoids making identical, stereotyped demands on maladjusted children.

39. Uses remedial reading techniques effectively.

40. Uses a broad range of community resources (people, places, things) in teaching the delinquent child.

Teacher as a Team Worker

41. Establishes and maintains good working relations with other professional workers such as social workers, probation and parole officers, and guidance and psychological personnel.

42. Has a working knowledge of children's physical, emotional, and mental growth and development, which will enable him to collaborate with medical, psychiatric, psychological, and social work professions.

43. Shows a working knowledge of the function and activities of the psychologist, psychiatrist, group worker, social worker, and school

counselor.

44. Demonstrates a sensitivity and a working knowledge of the many facets of the school's organization which can serve the delinquents' needs.

45. Synthesizes and co-ordinates classroom practices and instruction in accordance with the general organizational structure of the school, always using the classroom as an integral part of the child's total rehabilitation program.

46. Under supervision functions as a member of a treatment team.

47. Makes classroom interpretations from reports of the counselor, the social worker, and the school nurse.

48. Makes perceptive observations and communicates these to other members of the school-community team.

49. Helps solve communication problems involved in integrating the various professional services.

Teacher as a Counselor

50. Presents an accepting attitude toward the nonconforming child. 51. Develops and uses cumulative educational records.

52. Has a working knowledge of the variety of roles the teacher is capable of assuming in response to study and treatment needs of nonconforming youngsters.

53. Accepts the role of the parent figure.

54. Guides the learning experiences of the delinquent child by making effective use of his knowledge of guidance, testing, and measurement, interpreting case records and diagnostic and treatment techniques.

55. Aims to develop self-imposed social controls within the child. 56. Counsels maladjusted children regarding their educational, vocational, and personal problems.

57. Identifies the delinquent-prone youngster and refers him to appropriate specialists within the school organization.

58. Takes part in case conferences regarding the delinquent.

Teacher as an Appraiser

59. Uses information received from psychological and psychiatric reports.

60. Uses and interprets results from individual tests of mental ability. 61. Administers and uses group tests of achievement and intelligence. 62. Uses and interprets results of individual diagnostic tests of arithmetic and reading disability.

63. Makes use of anecdotal reports.

64. Uses test data from all sources as a part of individual diagnostic and teaching technique, not in terms of what he would like the child to achieve, but in terms of the child's own abilities and aspiration.

65. From time to time helps the delinquent child to appraise his own growth and achievement, providing thereby a sense of security through success.

RECAPITULATION

Effective action in delinquency prevention and control will be forthcoming only to the extent to which school personnel and other workers in the community become informed concerning the meaning and implications of delinquency as a behavioral phenomenon. Youth workers must know the meaning of delinquency partially as a reflection of our culture; they must know where the delinquency problem exists locally and what it signifies to the youth- and family-serving agencies who are responsible for helping these youth and families; and, last, they must come to know, through diagnostic study, why a particular child reacts with overt-aggressive behavior to the pressures and conflicts which beset him. Those community workers who act more from subjective opinion and less from objective fact will fall into the self-deceptive role of the impractical practical worker.

It has been amply verified in the research literature that the delinquency problem cannot be solved or even relieved by the schools alone. The problem is not amenable to unitary approaches, whether by the home, school, church, police, court, clinic, playground, or institution. The task calls for the co-ordinated efforts of all community forces of which the school represents an important segment.

Any community program which aims to identify the potential delinquent at an early age, which tries to study and diagnose needs of delinquents and predelinquents, and which aims to provide treatment in accordance with individual diagnosis will get positive results. Without the full and active support of good schools such a program will reap less than a plenteous harvest for its efforts.

GENERAL REFERENCES

1. Barron, Milton L. The Juvenile in Delinquent Society. New York: Alfred A. Knopf, 1954. 349 p.

2. Bettelheim, Bruno. Truants from Life: The Rehabilitation of Emotionally Disturbed Children. Glencoe, Ill.: Free Press, 1955. 511 p.

3. Bloch, Herbert A., and Flynn, Frank T. Delinquency: The Juvenile Offender in America Today. New York: Random House, 1956. 612 p.

4. Cohen, Albert K. Delinquent Boys: The Culture of the Gang. Glencoe, Ill.: Free Press, 1955. 202 p.

5. Davidoff, Eugene, and Noetzel, E. S. The Child Guidance Approach to Juvenile Delinquency. New York: Child Care Publications, 1951. 173 p.

6. Ellingston, John R. Protecting Our Children from Criminal Careers. New York: Prentice-Hall, 1948. 374 p.

7. Glueck, Sheldon, and Glueck, Eleanor T. Unraveling Juvenile Delinquency. Cambridge, Mass.: Harvard University Press, 1950.

399 p.

8. Jenkins, Richard L., and Glickman, Sylvia. “Patterns of Personality Organization Among Delinquents." Nervous Child 6: 329-39; July 1947.

9. Kvaraceus, William C. The Community and the Delinquent. Yonkers, N.Y.: World Book Co., 1954. 566 p.

10. Merrill, Maude A. Problems of Child Delinquency. Boston: Houghton Mifflin Co., 1947. 403 p.

11. National Probation and Parole Association. Standard Juvenile Court Act. Revised edition. New York: the Association, 1949. 40 p. 12. Powers, Edwin, and Witmer, Helen. Experiment in the Prevention of Delinquency. New York: Columbia University Press, 1951.

649 P.

13. Redl, Fritz, and Wineman, David. Children Who Hate. Glencoe, Ill.: Free Press, 1951. 254 p.

14. Redl, Fritz, and Wineman, David. Controls from Within. Glencoe, Ill.: Free Press, 1952. 332 p.

15. Reiss, Albert J. "Social Correlates of Psychological Types of Delinquency." American Sociological Review 17: 710-18; December

1952.

16. Sussmann, Frederick B. Law of Juvenile Delinquency: The Laws of the Forty-Eight States. New York: Oceana Publications, 1950. 96 P.

17. Tappan, Paul W. Juvenile Delinquency. New York: McGraw-Hill Book Co., 1949. 613 p.

18. Teeters, Negley K., and Reinemann, John O. The Challenge of Delinquency. New York: Prentice-Hall, 1950. 819 p.

19. U. S. Department of Health, Education, and Welfare, Social Security Administration, Children's Bureau. Helping Delinquent Children. Publication No. 341. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1953. 47 p.

20. U. S. Department of Health, Education, and Welfare, Social Security Administration, Children's Bureau. What's Happening to Delinquent Children in Your Town? Publication No. 342. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1953. 26 p.

21. Vedder, Clyde B. The Juvenile Offender. New York: Doubleday and Co., 1954. 510 p.

22. Witmer, Helen L., and Kotinsky, Ruth, editors. New Perspectives for Research on Juvenile Delinquency. U. S. Department of Health, Education, and Welfare, Social Security Administration, Children's Bureau, Publication No. 356. Washington, D. C.: Superintendent of Documents, Government Printing Office, 1956. 92 p.