A program for psychological education: Some preliminary issues

The recent interest in personal and/or psychological education as an objective for school programs has created the necessity for the development of a careful theoretical framework. This paper examines the current status of theory vis à vis personal education and suggests a number of major issues for consideration. A toxonomy for personal education has yet to be developed. Concepts of emotions as “bad”, pathological, and private need revision. Also, it is suggested that adolescence as a stage of development comprehends a special set of theoretical questions which cannot be begged. Particular attention is directed at implications derived from a developmental framework suggested by Piaget in cognitive areas and by Kohlberg in moral growth. Such a framework connotes educational goals as objectives which avoid the problems inherent in other current theoretical frameworks.     

A factor analytic study of the Stanford Binet with young children

Seven factors were found as the result of a factor analysis of year IV-6 through year VI of the 1960 Revision of the Stanford Binet Intelligence Test. No factor had a sufficient number of high loadings to justify interpretation as ‘g’, a general intelligence factor. The test protocols used were of 152 children from three to seven years of age who attended a University nursery school or Head Start day care centers. The group included 107 white and 45 Negro children who had been tested as part of a routine intellectual evaluation. The socioeconomic level, as measured by occupation of the parent, was higher than that of the standardizing population of the Binet, as was the mean IQ (109.4 ± 14.7). The results of this study were compared with the logical analysis of Meeker & Bonsall based upon Guilford's factors of the intellect, and with Valett's profile analysis.     

High school psychology in the rocky mountain region

Over 40% of the high schools in a five-state Rocky Mountain region reported offering courses in psychology. A significant portion of students entering college classes have had such courses. With but 15% of teachers claiming a major in psychology and the rest scattered through 20-some other subjects, adequacy of teacher preparation is questioned. Areas for effort are suggested to enhance teacher preparation and to develop high school courses whivh might be appropriatet to advanced placement or enriched introductory study at the college level. These developments should have added benefits for psychology's recruitment efforts and the spread of public knowledge about psychology.