CHILD GUIDANCE

Nelson Evening Mail, Volume LXXII, 30 December 1938, Page 6

CHILD GUIDANCE

HOW THE BACKWARD CHILDREN CAN BE HELPED MODERN METHODS IN AMERICA LECTURE BY MR R. WINTERBOURN Continuing his lectures this morning in the W.E.A. School at the Boys’ College on Child Guidance in connection with the newer psychologicgl ideas. Mr R. Wintcrbourn, of Canterbury University College, spoke of his observations on what was being done in the direction of child guidance in Britain and the United States from which he has recently returned after a tour as a Carnegie scholar. Mr Winterbourn said that it was useless and hopeless to think of transplanting from New York or Britain institutions which worked well there. In New York the work of child guidance was being run by both State and local authorities in co-operation. The guidance department in New York took into cognisance the importance of the sociological and psychological aspects of the problem. The New York child may know much of its own circle, its life and conditions, but, may know little beyond that circle But the authorities there believed in taking the children out to historic districts, such as the Hudson River, and impressing the historical lessons as they went along. In New York City, a more vast city than could be comprehended, there had been established a correlated system for the placement of children in work after their school term was ended. There was a Placement Department for dealing with those young aspirants for work. This placement service had a consultation division which perhaps was the central part of the whole guidance system. The Placement Department might refer applicants to the Consultation Department of expert members, who would report as to the capabilities, and the best line in which the young person should be directed, and their choice of occupational training. For children requiring emotional or psychological adjustment provision was made. The success of the system was undoubted and was no doubt due to the correlation between the Placement and Consultation authorities and their psychological advisers. Mr Winterbourn gave interesting examples of the success which was attending those new methods in America. Children who had been looked upon as degenerate had been trained to become good and useful citizens. New Zealand perhaps already realised the importance of doing more for those unfortunate children than had been done in the past. While one could not expect that this Dominion could rival New York, there was much that could and would be done in this direction to place the country in a leading position in the educational world. The lecturer was sure that that would be done.