The Health bulletin [serial] - University of North Carolina at Chapel Hill

8 The Health Bulletin September, 1951the State were recognized as a forcewhich, over a period of years, couldexercise a strong influence for the mentalhealth of the citizens of the State.During these four years a variety ofmethods have been used to educateschool people in the principles of mentalhygiene as they may be applied inschool administration and instruction.We have used films, lectures, discussions,case studies, socio-drama, publications,radio programs, personalitytests, parent education and the like.Teachers have studied individualchildren; they have examined their ownmental health; administrators haveworked with teachers to eliminate unnecessaryanxieties aroused by schoolpractices; some courses of study havebeen examined from the viewpoint oftheir influences on mental health:classes have been organized with thedeliberate intent of aiding children tounderstand their emotions; instructionin sex education has been initiated bysome school systems, etc.In the school year 1950-51 thirtyschool administrative units receivedhelp from the Coordinating Service inplanning and executing in-service educationin mental hygiene for teachers.In seven units extensive programs werecarried on during the major portionof the school year. Nine otherunits developed programs in which theactual meeting time amounted to foiu"to eight hours. Thirty-six one day programswere held. In addition, one programwas held for nurses from twelvecounties.During the summer months the CoordinatingService cooperated in theeducation of groups of teachers at theUniversity of North Carolina, NorthCarolina College, Western CarolinaTeachers College, and Catawba College.During this same year every schoolsupervisor in the State was suppliedwith a looseleaf handbook containingpractical suggestions for working withteachers. This is a continuous serviceto supervisors. Two of the recent bulletinswere "Mental Health and Fear ofAuthority" and "Adjustment to thePirst Year of School."Approximately 5000 pamphlets dealingwith emotional readiness for beginningschool were supplied to schooldistricts at cost for free distribution toparents. Two hundred schools purchased,at cost, a collection of pamphletsconcerning mental health in theschools. Four hundred of these "kits"were used by schools in the previoustwo years.During this year one major projectwas initiated in the primary grades ofone county. This is a three year studywith the purpose of trying to learnwhether primary teachers can be taughtimderstandings and practices which willincrease the emotional stability of thesechildren during the first three years ofschool.The most important question that canbe asked concerning this program is."Does it work?" We do not know. Webelieve that it does, but the evidenceis difficult to collect. Indeed, the resultsthat we hope to see may not appearuntil these children are well into adulthood.Yet there are many indicationsthat the program is worthwhile.Each year there is an increasing demandfor help by the schools of theState. For the past two years it hasbeen impossible to meet many requests.School people think that the service isvaluable. One supervisor, perhaps withexcessive enthusiasm, remarked, "Thisis the most important in-service trainingprogram we have ever had."Many teachers feel that they havepersonally benefitted from their study.For example, one stated, "I have alwaysworried too much over little, unimportantthings. As a result of the workshop,I think I understand why I let myselfbecome like that, and I believe that Ihave become more cheerful and aneasier person to work with. I teach withless tension, too."Many teachers have given examplesof pupils whom they think they havebeen able to help as a result of increasedunderstandings of mental hygiene.A girl who was the most unpopularin my room last year was voted themost popular this year as a result, I