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60. Is he dangerous with fire?

61. Does child show tendency to run away from home? From school? From work?

62. Has he any unfortunate habits not mentioned?

Peculiarities

63. Does child laugh or cry without cause? Quarrel without cause? Talk overintimately about himself? Is he prejudiced against anyone without reason? Is he liable to uncontrollable anger for trifling cause?

64. Is the character subject to abrupt change or alternation? Are there any strik. ing contradictions in character? Is child tender and cruel? Ingenuous and crafty? Phlegmatic and nervous? Unfeeling and affectionate? Frank and secretive? Artless and shy? Deceitful and truthful?

65. Are there periods of uncontrollable fear, of being impelled to violence, intoxication, or to immoral or criminal action? Have there been any periods of religious enthusiasm?

IV Capacity
Intellectual

66. What schools has child attended? How old was he when he left? Why did he leave? What grade did he reach in school? What is his history as to promotion? Has he been held in one grade more than two years with regular attendance? Has he ever attended a special class, been regarded as subnormal, or been studied by a child-study department?

67. In school is child attentive? Easily fatigued by mental effort? Can he hold his interest in one subject continuously? Does he lose interest quickly? Does he need careful and close supervision? In what does he do his best work? His poorest?

68. Does he recognize form?
by name? Can he count?
add? Subtract? Multiply? Divide? Is he
musical capacity? Does he delight in acting?
Does he commit to memory easily? How long does it take him to learn, say, four
lines? Does he soon forget what he has learned? Can he speak a piece?

Which by name? Does he recognize color? Which
How many? Can he read? How much? Can he
fond of music? What is his
What is his power of memory?

Recreational

69. How does child amuse himself? Can he entertain himself while alone? Does he show any initiative or spontaneity in games? Does he show any imagination in play?

70. In what stories is he interested? Vulgar?

Blood and thunder? Gruesome?

How long will child play at any one thing? What, for example?

Co-ordination of faculties

71. What is child's power of imitation?

72. How does he respond to a command? Is he slow? Will he respond incorrectly though trying to obey? Can he do an errand?

73. Is he right-handed? Left-handed? Ambidextrous? Is the left hand more dextrous and stronger than the right? Is his grip weak?

74. Can child use knife and fork? Does he masticate properly?

75. Can he throw a ball? Catch a ball? Can he button clothes? Tie a knot? Lace shoes? Put on overshoes?

76. Can child write, draw, sew? In drawing, writing, sewing, and manual training, is co-ordination of hands and fingers labored? How does he write, from right to left? In writing, is there a conspicuous number of i's undotted or t's uncrossed, a lack of capitals? Can he take a simple dictation?

77. Can he handle tools? What can he make?

Industrial

78. Can child do any kind of work? What work has he done? When did he begin work? Is he thorough in it? Can he work without supervision? Does he keep his positions? Can he support himself?

V Home

79. Is home in a crowded or a suburban district? Any grounds? What is the character of the neighborhood, physical and moral? Single house or flat? Number and size of rooms? Number used for sleeping? Ventilation? Light or dark? Orderly or disorderly? Clean or dirty? Character of furnishings? Condition and location of toilets?

80. What is the size of family? Are parents living together, or are they divorced or separated? Of what members is immediate family group composed? Sex, ages, and occupations? Are there any other members of the household? What is their relation to the family?

Attitude of household toward child

81. Do family consider child abnormal? To what cause do they assign his condition? Inheritance? Accident? Acute sickness? Any other reason?

82. Do the parents have patience with child? Have they a strong attachment for him?

83. What is his relation with other children in the household? Do they abuse or tease him? Is he repulsive, and does his appearance have a bad effect on the other children? Is he a source of terror, or is he the butt of the household? 84. Who is responsible for the child's care? How continuous is the supervision? How often is he left alone or with an irresponsible member of the household? What degree of watchfulness and intelligent care can be expected for him at home?

85. What is the nature of the home training? Is he neglected? Unduly repressed, abused, or overindulged? Do parents or guardian control child? How? By fear of corporal punishment? By affection and reason?

Personal bygiene

86. Is his bedroom large or small? How many windows has it? Are the windows kept open? Does he sleep alone? With whom? In a single or double bed? What time does he go to bed and get up? Does he drink tea, coffee, milk, or cocoa? How much? Usual food, breakfast, dinner, supper? Bathing, how often? What kind? Does he use a toothbrush? Are his bowels regular?

VI Plan

87. Would parents be willing to have child placed in an institution? What is the opinion of teachers, relatives, and physicians as to the wisdom of such a step?

T

CHAPTER XXVIII

SUPERVISION AND REVIEW

HE foregoing analyses of the diagnostic side of a few social disabilities are only a beginning. Should the plan followed prove helpful in actual practice, other disabilities can be analyzed in the same way.

The questionnaire of this closing chapter turns from disabilities, which are not always the most important consideration in social work, to the other diagnostic topics likely to be of service to a case work supervisor. When inquiry into a client's situation has reached the stage of evidence gathered but not yet compared or interpreted, and the record comes to a supervisor, or when, in the absence of supervision, the case worker must review the evidence without assistance, what are the things to look for? This final list of questions is an attempt to answer the query. Needless to say, it does not indicate a routine to be followed; some questions will apply to the given case but many will not.

The writer has had helpful suggestions for this list of queries from former students, especially from members of the 1916 Charity Organization Institute. Page numbers after questions indicate where fuller discussion of the subject may be found in this book.

SUPERVISION AND REVIEW QUESTIONNAIRE

I Relations with Client

1. Does the record of the first interview indicate that the client has had a fair and patient hearing, and that a sympathetic understanding, or at least a good basis for further intercourse, was established at this early stage? (p. 114)1 2. Are there indications that advice has been giver prematurely, or that promises have? (p. 129) Or has the client been put off with such artificial reasons for delay or inaction as "my committee," "we never pay rent," "this is contrary to the rules of the institution," etc.? Have there been too many ultimatums? Have "no-thoroughfare" situations developed between case worker and client due to these, due to failure to sift contradictions, etc.? Are there signs that the worker's lack of grasp of the situation has developed the scolding habit?

1 All page references are to other parts of this volume.

3. Were good clues to outside sources of insight and co-operation procured in the first interview? (p. 120) What clues, indicated as possible by the story, seem to have been neglected? Do these belong to a group which this case worker often finds it difficult to get, or usually overlooks?

4. Were the possible signs of physical or mental disease or breakdown noted early, and were medical examination and care procured immediately thereafter? (p. 211) If the assumption that the client was lazy, indifferent, or incorrigible was made, was it possibly due to neglect of these precautions?

5. Has the worker who has conducted the first interview and seen the client's family also seen the important outside sources, or were these parts of the inquiry entrusted to someone else? (p. 176) Does the information procured from outside sources suggest that the inquirer had a sense of the relation of the part to the whole?

6. Were any confessions, especially those that were damaging to the client who made them, accepted as necessarily true? (p. 71) Has the client been protected from misrepresentation of any kind?

II Relations with Client's Family

7. Does the record give its reader a sense of the main current of the lives of the people recorded, or does it detail unrelated episodes and incidents only? (p. 138) 8. Have the relations of the members of the family to one another been noted? Have any crises been noted that tested the family power of cohesion? (p. 139) 9. Does the record reveal whether the family has or has not shown good judgment, on the whole, in its economic choices? Have expenditures been the expression of an innate craving, have they been due to imitation, or are they indicative of little judgment?

10. Are characteristic disabilities belonging to the racial or economic group all charged against the individual family?

11. Have the children of the family, especially the growing children, been individualized? (p. 153) Is there any clear picture of both their home and school life? If the problem is a family one, have the older children, those who are grown and at work, been consulted? (p. 155)

12. Has the man of the family been seen? Were he and his wife seen separately? (p. 143)

III Use of Outside Sources

13. Was the confidential exchange consulted promptly? (p. 303) Was the identifying information there procured promptly followed by consultations with the agencies named? (p. 308) Were any inquiries that had already been made by these agencies unnecessarily duplicated? (p. 311) Were the different agencies each consulted about the kind of fact that each was best able to give? (p. 297) Has any transfer of the case to another agency for treatment been preceded by sufficient inquiry to justify the reference? (p. 313)

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