GROUP
DISCUSSIONS
WITH
MOTHERS
IN THE
CHILD
HEALTH
CONFERENCE
By Nina Bleiberg, M.D., M.P.H., and Susanne Forrest, M.D.
Bureau of Child Health, New York City Department of Health
Dr. Forrest is Physiciami-imi-Charge of a Child Health Station, New York City.
ADDRESS: (NB.) 125 \\Torth Street, New York 13, New York.
118
I
N ORDER to help parents with problemsof child rearing and to strengthen the
mental health approach in the child health
conference, group discussions with mothers were established in several child health stations of the New York City Health
De-1)1rtme1it.
This method has been found useful in
maternity progranis,’ with parents of sick
and handicapped 23 and with
mothers of newborn infants on maternity vards.4
The organization and administration of
one discimssion group of the Health Depart-ment was described by Wishik.5 This group included niotliens of infants only. As the
preschool child presents special problems
and is sometimes more difficult to manage than the infant, it was decided in 1954 to
organize groups in which parents of infants
as well as of preschoolers would be
in-eluded.
All discussion groups are based on the
premise that catharsis and ventilation of problems are beneficial. In addition,
discus-sion grotmps have the advantage that a
pro-fessional person serves as group leader and that other people with 5I)ecial training and skill attend meetings from time to time and
particil)ate in the discussion. Factual
and scientific information can thus be given, and assuming that competent leadership
prevails, the discussion can be gimided
to-ward desirable educational goals. Professional staff consisted of a
well-qual-ified pediatrician, a mental health nurse
and a public health nurse. In addition, a dietitian and a dentist participated in some of the meetings. The role of the professional
staff as to pr\i(1e expert inf()rlTIatiOrI
whenever questions in special fields were
raised by participating mothers.
This paper will endeavor to discuss the
group discussions with mothers that were
held in two child health stations in New
York City: the child health station imi Co-rona, Queens, and the child health station at Fort Green, Brooklyn. These two areas differ considerably in the social and ceo-nomic characteristics of their populations. The people in Corona are on the whole
economically better off. This was
immedi-ately apparent as the groups began to form.
Originally both groups met in the after-noon approximately once a month. While the group in Corona was immediately sue-cessful in terms of keeping appointments, considerable difficulties were encotmntered in Fort Greene. The mothers in Corona came well dressed, and the gathering had a “party flavor.” In contrast, the mothers in Fort Greene appeared harassed or failed
to come at all. It was soon clear that they were burdened by too many other
prob-lems, and that they could not afford to take time off in the afternoon for an
ac-tivity of this kind. They either had school children to pick up, were working or they could not afford the additional cost of
trans-portation. It was therefore decided to
change the meeting time in Fort Greene and to hold the group discussions in con-junction with the morning child health
conference.
Staff
PROCEDURE AND PARTICIPANTS
The Chief of the Infant amid Preschool Divi-sion of the Bureau of Child Health (NB.) was originally assigned the task of serving as
sion leader in both groups which were activated in 1954. She was assisted in this assignment by a mental health nursing consultant from the Central Office, and by the local Health
Department staff (health officer, supervising public health nunse, and physician-in-charge of the child health station).
Because of the caliber and the interest of the staff in Corona, it was possible, after several demonstrations, to turn the leadership of this group over to the staff of the local child health statiomi. Imi this group the child health station physician became the discussion leaden. She shared this responsibility with her co-worker, the public health nurse.
Iii Fort Greene there were many staff
changes, and the Chief of the Division con-tinued, therefore, to function as group leaden. Preceding the organization of groups, con-fenences were held with all staff members re-sponsible for their respective child health sta-tions. A directive was issued which described in detail the objectives and functions of the individual staff members. In order to focus attention on the group discussion, a poster was designed by the Bureau of Health Educatiomi and exhibited in the child health stations. An attractive leaflet was also distributed in each nurse conference.
Group Composition
It was thought desirable to have groups of approximately 10 to 12 mothers in each session. In order to secure a group of this size, many more appointmemits had to be made, and ap-proximately 30 to 40 mothers were invited. The selection of the group was the joint responsi-bihitv of the child health station physician and the public health nurse. Mothers of infants, as well as mothers of preschool children, were imivited. In the selection of the mothers, those with the average kind of problems rather than those with severe and unusual problems were invited. Whenever group members dropped otmt, new mothers were added to the group. Meetings were scheduled approximately every
4 to 6 weeks. Arrangements were flexible, in order to suit the needs of the group.
Each discussion lasted approximately an hotmr. A very brief film was frequently shown at the beginning, imi order to serve as a basis for the discussiomi. Films frequently used were:
The Terrible Twos and Trusting Threes;6 Why Won’t Tommy Eat?; Mealtime Can Be Happy
Time,8 Home, Safe Home;9 Parents are People
too;’#{176}and Children’s Emotions.11 At the end of the film, its message was summarized b the discussion leader, and an attempt was made to elicit a reaction from the group. Mothers were encouraged to raise questions regarding their own problems. The questions were handled in the order in which they arose. No attempt was made to structure or to plan the discussiomi, except for the fact that some direction was given to the discussion in referemice to the film. Whenever a mother raised a questiomi, the dis-cussion leader encouraged the parents to con-tribute from their own expeniemices in similar situations and to work out a solution for the specific problem. At an appropriate time, whemi it seemed important, the professional staff were drawn in, so that certaimi statements could be
strengthened or corrected, and factual informa-tion could be offered. As the discussion leader
was a pediatrician, she was frequently herself in a position to serve this function.
No verbatim recordings were made during the discussion, because it was felt that it might make some mothers self-conscious. However, immediately following such meetings, notes were made by the discussion leader in an at-tempt to recall the topics of the discussion and the dynamics of the session. The following five summaries, taken from approximately 30 group discussions held over a 4-year period in
Fort Greene, reflect the types of problems that were raised.
At this point it should be mentioned that the original plan called for the participation of 8 to 10 mothers in each of the eight scheduled ses-sions over a 1-year period. In practice, only a nucleus of four women attended all sessions in Fort Greene on a continuous basis. The rest of the group participated in two to five sessions only. Due to the lack of continuity, follow-up of individual problems from this group is not attempted. In Corona there was much better continuity, and the reports of three children were therefore selected in an effort to demon-strate in a longitudinal way the progress that was made with regard to some of the problems presented in the initial conference.
GROUP DISCUSSIONS FROM FORT GREENE
Meeting I
purpose of the gathering and expressed the
hope that mothers would not only pose
questions i)umt would contribute from their own experience and help with the solution
of some of the problems for the benefit of
the entire group.
The first question raised was from a
mother who had two preschoolers and an infant. The question concerned the per-sistence of baby-talk in a 4-year-old child. From the ensuimig (lisclmssion it became clean that both parents of this child were
ambi-tioums and set a high premium on good speech and education. Another factor which seemed to aggravate the situation was the arrival of a new baby. As the mother put it, “Since the birth of a new baby, the baby-talk had become more pronounced in the preschooler.” After checking with the child health station physician, it was determined that the 4-year-old was physically well. It
was also known that the child’s hearing had been checked by a private physician. The problem of sibling rivalry was then dis-cussed, because the group felt that the new
baby might have contributed to the diffi-culty of the preschooler. It was suggested that both parents spend a little more time exclusively with the preschool child.
While this problem of sibling rivalry was explored, another mother referred to her preschool child, who had been weaned a long time ago but had regressed to the bottle after the birth of the second child.
The opportunity was then taken by the staff to discuss the problem of regression which arises frequently in preschoolers
when a new baby arrives in the family.
Meeting II
An introductory film, Mealtime Can Be Happy Time,8 demonstrating the various steps in infant feeding, from breast feeding
through weaning and the introduction of
the various solid foods, was shown. The session then centered around feeding
prob-lemns at various age levels. The mother of
a 5-month-old infant complained that her
youngster had refused all food at one pe-VK)d for a few (lays and had taken only watev
during this period. In spite of this very
poor food intake, it was established that the youngster had gained adequately and now was well. Further questioning showed that
the child had had a cold at the time his appetite was poor. It was also established that the cold was now subsiding and that the youngster was beginning to eat better.
The staff utilized this question to illustrate that diminished appetite was to be
cx-pected at a time when a child had an up-per respiratory infection. It was also cx-plained that diminished appetite was com-mon at a certain age level. It was pointed out that it would be helpful for mothers if they could accept such cycles of dimin-ished food intake and could avoid forcing
foods.
During this session one mother com-plained how trying it was for her to accept her infant’s “messy attempts” to feed him-self. A number of suggestions were made by the mothers. One mother contributed to the solution of this problem by commenting that she had gone through a very similar period with her youngster, and that she
felt her early permissiveness had “paid off” in the end, because her youngster had learned to feed himself rather early. The mother who complained about the
messi-ness of a child’s feeding attempts was a middle-aged woman with two older
chil-dren. She seemed to have some insight
into her problem, as she volunteered the information that it was probably her own lack of tolerance and the monotony of
con-stant cleaning and washing which made this experience so trying. It was interesting to note how quickly this discussion, which
started out to be completely child-centered,
turned into a mother-centered discussion.
The staff had an opportunity to recommend
that mothers should plan for periods of relaxation and rest, so that they might be able to cope with trying situations.
Meeting III
Seven mothers attended this session. Al-most all of them had preschool children.
2-miiomith-old imifamit. As an imitrodimction to this
S(’SSH)Il, a filmii emititled Ghildrcii’s Fittoijons
as shown. Tillis filni (lealt with such i)aSic
(mnotions as fear, anxiety Lm1(1 jealOusy. It
showed dl50 how these emotions could be
influenced by the behavior of the adult. Al-most immediately after the film, several
(luestions were raised. One of them was how the aggressiveness of a 19-month-old
infant toward a newborn baby could be
successfully c01)ed with. This is how the mother formulated her question : “How can I IV0id saving NO all the time to my
19-mm)nth-old boy when he actually wants to
harm the baby?” The suggestions offered
i)y the group were very interesting. One of them was to reason with the child. This
suggestion was soon abandoned, because
it was felt that the child was too young for
this approach. The second suggestion was
to provide the youngster with a
“baby-sub-stitute” (a large-enough doll) which the
child could hit to his heart’s content, and
thus act otmt his feelings toward the baby. It
was soon clear, however, that this suggestion had to be modified, as it was found that the i(led of a “(loll” \V1S not compatible with tue
father’s concept of how a boy should play. A teddy-bear was therefore substituted for
the doll, and this idea was readily accepted
by the mother. It was also suggested by
the mothers themselves that the child
should be allowed to participate in
activi-ties which centered around tile baby.
The second major problem which arose in this session was the toileting of a 23-year-old child. It appeared that this mother had kept the child on the toilet seat for the
whole morning. Again, the solution to this problem came from the group. Several
mothers commented that their preschoolers
had trained themselves practically without
anybody’s help. They felt that to keep a
child so long on a toilet seat was valueless and cruel, and they suggested that only a few mninutes a day be devoted to this effort. It was interesting to note that, although
the group was fairly large, there was not a
single mother who had no comment to
make.
Meeting IV
Although it was a rainy niormlimig. I 1
miiothiers attemided. It had i)een agreed in a
Previ,1s meeting that this session would be devoted to the problem of discipline, since the mothers had expressed a desire to
dis-cuss this topic.
The session was opened by the question of a mother of a 13-month-old infant, who asked whether an infant of this age already
needed discipline. The mother referred to the youngster’s continuous climbing, which
was actually dangerous at times and needed to be controlled. The group leader felt that this was an excellent opening, and she tried to get reactions and comments from the
group to the term “discipline.” There were differences of opinion; one mother felt that the young child needed to explore the en-vironment and that interference with such
activity could not be called discipline. An-other mother had a much broader outlook; she stated that any kind of guidance which helped the child to develop and to mature, so that he may become independent in
this society, was discipline. The discussion leader then summarized the various state-ments, indicating that discipline had van-ous meanings to various people. Some
peo-pie understood this term to mean only punishment or obedience, but actually the word has a much broader meaning, and the
broad interpretation given by the one mother was a very good one.
Methods of dealing with disciplinary problems were then discussed in greater detail. Some mothers gave examples of how
they tried to divert their children from cer-tam activities at a point when things were beginning to be difficult. The need for
con-sistency regarding discipline and for agree-ment between parents was stressed. It was emphasized that this was very important, perhaps even more important than the methods used. Again, all mothers partici-pated in the discussion.
Meeting V
Nine mothers attended this session. A
122
amul uu)thels \‘(‘re immvite(I to report on acci-(lents that had recently occurred in their
homes. Three examples of moderately
se-vere accidents were given. One was a burn
of a preschool child with an electric iron,
and two were falls. The mother who re-ported on the fall of an infant, which
oc-curred while she had answered a doorbell, concluded that she learned her lesson and that all doorbells and telephone calls could
wait until she had placed the infant
se-curely in a crib.
The mother who discussed the burn
suggested that some of the household chores might be done in the evening, when “small fry” are asleep. This point raised a
great deal of discussion and was extremely stimulating and productive from a mental health point of view. Spontaneously and
vigorously, another mother expressed her
opposition to this suggestion; she felt that
all work should be done during the day-time, and that a mother, too, was entitled
to rest and relaxation in the evening. This remark gave the professional staff an cx-cellent opportunity to point out that there are various approaches to a problem, and
that there was great merit to this mother’s
desire to set aside time for her own nec-reation. Many excellent points on accident prevention were then given by the mental health and public health nurses who at-tended this session. It was also brought out in this discussion that the mother’s purpose-ful and controlled behavior can be most helpful to a child when an accident occurs.
CASE REPORTS FROM CORONA
Case I
Mrs. C. attended her first group conference in September 1954. She introduced herself as the mother of two daughters: Rosanna, 3 years, and Patricia, 1 year of age. Mrs. C. expressed concern about the eating habits of the older child. She stated that Rosanna had been a pre-mature baby but had developed normally until she was 8 months old. At that time she devel-oped a low-grade fever. During her illness, which lasted approximately 2 months, the child lost her appetite and had inadequate weight gain. At the time of the discussion, Rosanna was
completely recovered amId normnallv developed. Mrs. C. felt that Rosanna’s feeding problem, which began during her illness, became aggra-vated during her second year of life. Mrs. C. re-called also that she had been pregnant at that time and that she “didn’t feel like eating much” herself, because of frequent spells of nausea. Being concerned about Rosanna, she was, how-ever, continuously “preparing food” and trying to feed the child. At the time of the group dis-cussion, she was still spoon-feeding Rosanna, although she was already 3 years of age.
When asked how the younger child was de-veloping, Mrs. C. smiled and said that she was a “model baby in every respect.” In the ensuing discussion the group expressed the opinion that
Rosanna’s feeding problem was probably
caused by several factors: the child’s illness, the mother’s attitude and the arrival of the new
baby. The group suggested that the mother prepare three meals daily, and that she eimi-nate all snacks between meals. It was also pointed out that it would be helpful if she could possibly conceal her concern about Ro-sanna’s feeding problem in front of the child, and serve meals in a casual way. In describing her problem, Mrs. C. had used the expression, “Rosanna does not eat for me.” The group leader pointed out to Mrs. C. that Rosanna did not have to eat for anybody, but for herself. At the same time, the group sympathized with Mrs. C., stating that it is rather frustrating for any housewife and mother if her well-prepared meals are refused and her efforts seem in vain. The group felt that the original cause of the eating problem might have been the youngster’s illness. The understandable anxiety of the mother had probably nurtured the problem beyond the time of the acute illness, so that she tended to overprotect Rosanna and pre-vent her from becoming more independent. The birth of the second child caused Mrs. C. to divide her attention between two children, and Rosanna, who was too young to understand
why her mother could not give her undivided attention, may have tried to “get back at her” by refusing to eat.
The group agreed also that the mother should try to devote some of her time exelu-sively to the older child, because it was felt that the sibling jealousy at this time was prob-ably the most important cause of the eating problem.
Rosanna was eating better, was more friendly and co-operative, and had gained weight. Mrs. C. herself seemed also more relaxed. One year after Mrs. C.’s first visit to the group confer-ence, she was able to reassure the audience that the eating problem of her older daughter no longer existed. Mrs. C. continued to be a frequent guest at group conferences, although Rosanna was attending public school. She
fre-(1uemitly expressed her gratitude for the help she had received in the group discussion, and cOmitril)Ute(l to the discussion from her own
experience.
Case II
Mrs. H. attended the group conference for the first time in June 1954, when her only son Christopher was 33 years old. Like all the other children of parents attending these group sessions, Christopher had received well-child care at the Corona child health station. Mrs. H. had kept all appointments very carefully. She was an attractive and meticulously-groomed
young woman.
The Corona group was fortunate to secure the aid of a volunteer who would play with some of the children while the mothers at-tended the group conference. However, Mrs. H. could never benefit from this arrangement because Christopher would not leave her out of sight. He would cling to her and sob if an attempt was made to separate him from his mother. Mrs. H. had therefore no choice but to take him with her to the conference. During the first session she stated that she had many problems with Christopher. He did not feed himself; he was not toilet-trained; he never played with other children; he was extremely
frightemied, and would cling to her. As Mrs. H. seemed to be aware of the child’s abnormal atti-ttm(le, and had searched for the cause of his be-havior, she was most anxious to discuss the
child’s environment. It appeared that the father put great demands upon the youngster. Mrs. H. felt that Christopher had regressed to infantile l)ehaViOr in order to prove to his father that he could uiot cope with his demands. Mrs. H. re-ported that her husbamid was a sergeant in the Marines, a perfectionist and a strict discipli-nanian. He could, for instance, never tolerate Christopher’s touching the food with his hands, OI eating with his fingers. He voulcl spend half an hour each evemlimlg makimig Christopher straightemi out his clothes and line up his shoes
like a soldier in the barracks. “I believe that my
husband is much too strict with Christopher,” Mrs. H. said, “and I simply can’t convince him that he should not train a 3-year-old like one of the boys in the Marines. Of course, my husband blames me for babying Christopher so much and for not bringing him up as a real boy.” One of the mothers in the group remarked that, as Christopher was an only child, Mrs. H. should bring him more regularly into con-tact with children of his own age. It was sug-gested that Mrs. H. invite a neighbor’s child and that in turn Christopher might then be in-vited to the home of another family.
Despite Mrs. H.’s regular attendance at our meetings during the fall and winter, and in spite of apparent good will and insight on this mother’s part, little progress was made during the next 6 months. Everybody felt that the father’s attitude towards this child was an im-portant factor in his behavior. The father accepted an invitation to attend omie of the group sessions, which was purposely held in the evening. Mrs. H. and Christopher didn’t visit the child health station for about 3 months dun-ing the summer. But when they returned in the fall, the public health nurse and the mothers were startled by the change that had occurred. A smiling little boy entered the room and greeted everybody. He was also very proud to demonstrate his new toy car. Questioned by the mothers, Mrs. H. admitted that there had been a considerable change in Christopher’s gemieral behavior, and that this had been due to the change in the father’s attitude toward the child. The mother felt that the father’s visit to the group discussion had helped him to gain con-siderable insight. He had become less strict at home and more permissive in his attitude to-ward Christopher. The more relaxed atmos-phere had also helped Mrs. H. to make more friends, and this in turn had influenced Chris-topher’s behavior. He was less shy and was making progress in all areas.
Case III
frequent temper tantrums. There was also con-stant quarreling and friction between Philip amid his older brother, who was 5 years his senior. This mother was invited to the group (liSClmSSion because it was felt that she would probably bemiefit from it.
In the first meeting a film was shown which dealt with the problems of a 3-year-old. The film portrayed a rather tense and strict mother who was trying to cope with the unruly be-havior of a Preschooler. At the end of the film Mrs. S. exclaimed, “That was me in the film all right.” She then verbalized her feelings about the stimttenng of her 3-year-old and his continuous temper tantrums.
The group felt that Philip was probably try-ing to compete with his older brother and the situation was aggravated by the fact that he was also being compared with him. Some of the
mothers expressed the opinion that the child needed more assurance and patience rather than strictness. Mrs. S. was asked whether the youngster had any playmates of his own age, and it was suggested that every effort be made to give him an opportunity to play with chil-dren of his own age rather than with his older brother.
In one of the subsequent meetings this mother commented that she had felt part of the child’s problems were due to her own tense-ness. She admitted that the daily grind of house-hold chores and caring for children did not en-tirely satisfy her. She had therefore tried to find an outlet for herself b emirohling in an art course. This experience had apparently helped lien to be more patient and understanding, be-cause she was HOW happier. She felt more secure
imi approachimig and contacting neighbors who had children. Because of her own relaxed atti-ttmde, tile voimngster’s behavior improved and the stuttering subsided. In subsequent meetings this mother expressed gratitude for the op-portunity to attend these group sessions, which had helped her to gain insight. The group, on the other hand, complimented her for her initia-tive, which had contributed to a solution of this problem in a surprisingly short time.
COMMENT
Based on observation of these two
dis-emission groups, the impression is gained
that they function better when they are
conducted by the local staff-the
pedi-atnician and the public health nurse. This
permits closer follow-up and better
under-standing of individual mothers. The group
discussion adds another dimension to the
information that the staff has already
gathered about a given family. They are an excellent supplement to the individual
conferences with the doctor and nurse. The
work of the consultant is valuable but
should be used mainly for teaching and demonstration purposes.
It is also believed that group discussions are particularly helpful to mothers of
pre-school children. The care of the infant can
more readily be taught in a didactic
fash-ion. Many mothers have expressed the
opinion that it is much simpler to care for an infant than for a preschooler. Because of the rapid development in language and
personality and the many problems that arise in connection with growth during the preschool years, group discussions are a good teaching medium for parents of
pre-school children.
There are no simple, routine answers to
many of these problems, and a group dis-cussion is more likely to demonstrate this
than an individual conference. It is in this area that the child health conference can
make a unique contribution. This is
par-ticularly significant if one considers that
attendance at child health stations tapers off during the preschool years, and that less health information is therefore disseminated to this group of parents.
In reviewing the material gathered in
these two group discussions, certain ques-tions naturally arise: How helpful are group discussions, and how much do they ac-complish? It is our impression that they have merit, for the following reasons:
1) Judging by the comments and cx-pressions of gratitude from the mothers, it is thought that parents are relieved when they have an opportunity to unburden
themselves, when they learn that a certain behavior pattern is quite common at a
certain age level, and when they realize
that other parents have similar problems.
This was dramatically illustrated in the
sanie Chlil(l health station vith a child for
4 years. iMit had never nientiomie(1 that the
youngster lld(.l enuresis. It was only ifter another mother introdtmced discimssion of
that prol)lemn that she was able to formulate
hen difficulties.
2) Group discussions provide an
excel-lent opportunity for the staff to become more intimately acquainted with mothers
and their problems. Through the added
re-sponsibility for leadership in this situation, the staff learns to observe and to listen
more carefully. Questions must be
con-tinuously evaluated, and good judgment
must l)e used to determine whether they
should be explored with the group or
should be deferred for individual
con-ferences. Some questions are so personal that the wise group leader will not attempt to pursue them in a group situation, but
rather keep them for an individual con-ference, in order to protect the patient from
subsequent feelings of regret and guilt which
will deter her from returning to the group. It is through such situations that group
leaders and professional people gain skills which they cannot usually cultivate in con-ferences with the individual.
Because the human environment is
com-plex and comprises many variables, it is almost impossible to conclude that a given problem has been solved by the mother’s attendance at a group discussion. Never-theless, it might well be that a great deal of
preventive mental health service is pro-vided by such meetings. Every effort should be made to devise a method to precisely evaluate the contribution of such activities to mental health; solution of this
exceed-ingly difficult problem will probably re-quire assistance from a group trained in
social research.
SUMMARY
The rationale and organization of two
series of group discussions with mothers are
described. The group of mothers from the
better economic area was more successful
in terms of attendance and continuity. A brief summary of five selected sessions of
One group is given, in order to (lemomistrate th I)rhlnls and the flov of the (liscussion. A brief summary of the courses of three
cases from the other group is also reported.
It is believed that distinct benefits do
accrue to parents from these group discus-sions with mothers. This type of experience is also considered valuable for the profes-sional staff.
It is hoped that this report will stimulate
interest in an experimental design for
evaluation of the effects of group discus-sions, so that further understanding of their value in mental hygiene might be gained.
REFERENCES
1. Kirchner, A. : Parents’ classes in a matermiitv program. Am. J. Pub. Health, 43:896,
1953.
2. Milliken, S. : Group discussion of paremits of handicapped children from the health
education standpoint. Am.
J.
Pub.Health, 43:900, 1953.
3. Luzzatti, L., and Dittmann, B. : Group discussions with parents of ill children. PEDIATRICS, 13:269, 1954.
4. Korsch, B., Fraad, L., and Barnett, H. L.: Pediatric discussions with parent groups.
J. Pediat., 44:703, 1954.
5. Wishik, S. M. : Parents’ group discussions in a child health conference. Am.
J.
Pub. Health, 43:888, 1953.Films
6. The Terrible Twos and Trusting Threes,
1950. McGraw-Hill Ages and Stages Series. (Produced for Canadian Depart-ment of Health and Welfare by Crawley Films, Ltd., Ottawa, Canada.)
7. Why Won’t Tommy Eat?, 1948. New York, Sterling Films. (Produced by National Film Board, Canada.)
8. Mealtime Can Be Happy Time, 1942. Bureau of Visual Instruction, Umiiversitv of Wisconsin, Madison, Wisconsin. 9. Home, Safe Home, 1944. National Safety
Council. (Produced by Sarra, Inc., Chi-cago, Illinois.)
10. Parents Are People Too, 1955. McGraw-Hill “Health and Safety for You” Series. (Correlated with the book, “Health and Safety for You,” by Diehl and Latomi, New York, McGraw-Hill.)
