TIMID, BACKWARD, WITHDRAWING CHILD

The timid child is the one who stays in the background and he generally has a good reason for
keeping himself isolated. He sometimes gives the impression of being backward; however his
problems is not so much a lack of ability as it is low self-esteem and low self-confidence.

Excessive daydreaming often serves as an escape for the timid child. Life fails to provide
adequately for his needs, so he finds thrills and satisfaction in escaping from reality through
daydreams.

SYMPTOMS OF TIMID, BACKWARD, WITHDRAWING CHILD

Reluctance to take part in class recitations and failure to complete assignments.

Preference to work alone.

Avoidance of physical activity which includes contact or competition with others.

Tendency towards nervous habits (twisting clothes, squirming, biting fingernails).

Discomfiture when teased or engaged in an argument, which he tries to avoid.

Preoccupied with his thought and personal activities with an apparent lack of awareness of
activity and people around him.

CAUSES:

Physical immaturity, handicaps or deficiencies and limited athletic skill.

Low academic ability or limitations in study habits or facilities for effective study.

Inadequate special skills and low interest in school.

Parental over protection, domination or insufficient love and attention.

Unrealistic standards on the part of the school or his family.

Unfavourable position in comparison to siblings whose successes may magnify his

inadequacies.

Previous experiences which have proved unpleasant and embarrassing.

APPROACHES AND TREATMENTS

Arranging for activities where strength or skills are unessential for success.
 Modifying the level of expectations established by the school and making it possible for him
to succeed.

Encouraging him to participate in activities in which he can perform adequately and aiding
him in the development of social skills.

Conferring with his parents and deciding upon which tasks he can perform adequately.

Investigating and modifying disciplinary procedures in order to make certain that they are
appropriate and consistently applied.

Winning his confidence through a friendly personal approach.

THE DISHONEST CHILD

Cheating, stealing and lying are all regarded as forms of dishonesty. There are other forms,
but these three are of the greatest concern to the school because of their seriousness in respect to the
childs development and their frequency of occurrence.

Stealing is also dishonest behaviour, and it requires the attention of the school when the
behaviour persists. The personal wishes of a very small child are paramount with him.

The insecure, neglected, abuse or rejected child has a greater justification for such behaviour
as he strives to fulfil his needs for status. The conduct should not be ignored, but neither should be a
childs problem be intensified by hasty judgments and illogical punishment.

SYMPTOMS OF DISHONESTY

Loiters around classroom, lockers or desks, or who casually looks at another students work
during tests or personal assignments.

Resort to untruths in explaining his behaviour or possessions.

Gives the appearance of being apprehensive, nervous and on guard.

Resorts to various devices for ascertaining the location of money or other items in the
classroom.

Uses notes, marks on his desk, or other devices as aids in school work and may attempt to
add points to the score given his work.

CAUSES OF DISHONEST BEHAVIOR

An actual need for certain items in order to maintain himself properly within a class or to
meet physical needs.

Unfavourable home conditions where a youngsters physical or psychological needs are not
met.
 Inadequate social skills, low academic ability, lack of interest in school and inability to
complete successfully.

Undue stress upon grades by the school or family, or a rigid demanding grading system.

Loneliness, feelings of inadequacy and inferiority and lack of status with peers.

APPROACHES AND TREATMENTS

Making certain his basic needs for survival and comfort are met.

Visiting the home and encouraging the parents to express their affection and appreciation for
the child.

Providing opportunities for him to assume responsibility make decisions and less dependent
on others.

Encouraging participation in extracurricular activities.

Providing group work experiences in school and the opportunities for students to cooperate,
share and assist rather than to compete.

Katrina Joyce Terrazola