The educational screen (c1922-c1956])

October, 1943 objective data for discussion, stimulation for furtiier study, and specific suggestions for practice in life. More and better visual aids are needed, and we turn now to a consideration of their content. Proposed Content for Visual Aids An ideal film for mental hygiene classes would be one in which basic elements, such as accepting, re- jecting, competing, and with drawing, are shown in simple acts for which causes are unmistakably vis- ible. Acceptance, for example, would be shown in agreeing, paying attention, looking at the one who is speaking, doing something to help another per- son, asking for more information on a preferred subject of conversation, or making a balanced criti- cism in which another's point of view is respected while an additional one is suggested. Rejection would be shown in actions the reverse of these—in disagreeing, turning one's glance away, interrupt- ing with a new subject, refusing to help, and in facial gestures such as sneering, smiling, or laugh- ing in contempt of another's opinions or actions. With these elements mental hygiene films should be filled, for the high school student must learn to recognize and understand them. They are the elements of behavior, and, because they are speci- fic, they help the student understand why he him- self responds in similar ways and how he may be- gin to modify both the causes and the eflfects in his personal and social relationships. A few specific situations may further suggest how these elements of behavior can be organized in visual aids. Specific Illustrations Most of the elements just listed would naturally occur in the following situation: A mixed group of seven or eight high school students is discussing Senior Prom arrangements. One member of the group is sarcastic in his reaction to the opinions of others and insists upon the superiority of his own suggestion. To a disinterested observer his sug- gestion is indeed superior; however, various nega- tive responses are made to him. both in words and A sequence from the M-G-M picture, "Captains Courageous.' Page 291 gestures. The more disapproval is shown, the louder lie speaks and more excitedly argues his point. Finally, the reaction of the group becomes uniformly negative; no agreement is reached; the group disbands. The reciprocal nature of behavior outlined here would be set off in more bold relief if, after an adequate discussion about this film, a second one were shown to illustrate what happens when the domineering persons acts otherwise. In the second film the same student who previously, by sarcasm and domineering behavior, had stinnilated rejection on the part of the group, now, by positive and agreeable behavior, stimulates acceptance. After listening to the opinions of others and expressing himself favorably to certain aspects of the discus- sion, he judiciously makes the same suggestion (which had not been accepted in the first scene) and receives the group's approval on it. The group then disbands with assigned duties. In addition to the various ways in which accept- ance and rejection would be enacted in film strips of this kind, conversational techniques, like listen- ing, questioning, making balanced criticisms, and using pleasant and unpleasant voice tones also could be included, as could gestures of courtesy, or the reverse, among members of the group. Similar situations at a soda fountain or in a res- taurant could provide ample occasion for behavior worth studying, and, of course, could portray riv- alry and competition in boy and girl relationships, as well as courtesy and manners, or the reverse. A meaningful comparison of the effect of accept- ance and rejection may be shown in scenes from the life of a fourteen or fifteen year old girl who, through surliness and unwillingness to cooperate at home, is scolded by her mother and leaves for school at the conclusion of an argument. At school, however, where she is friendly and accepting of her school mates, she has many friends who react favorably toward her. A similar comparison or contrast could be made of the behavior of a high school boy who is rejected by his brothers and sisters but has the good will of his gang. The illustrations could be multiplied,* but that is not necessary, for the intention is merely to suggest in bare outline the sort of visual aid materi- al needed in high school courses dealing with hu- man relations, personal problems, or mental hy- giene. The illustrations have certain characteris- tics in common: (1) They are made up of the nor- mal behavior of normal high school students, (2) They are related to the experience of every high school student, (3) They are realistic rather than artistic and do not require a stretch of the imagina- tion. (4) They are simple and allow for discussion of the elements and segments of behavior constitut- ing the whole scene, and, (5) They are designed to show the casual factor in behavior. (Concluded on page 294) ^Additional suggestions may be found in the problems and cases in Geisel, John B., Personal Problems and Morale, Bos- ton: Houghton Mifflin Company, 1943. Pp. vii 435.