LEADER 00000cam  2200625Ii 4500 
001    ocn563804141 
003    OCoLC 
005    20210219022935.0 
006    m     o  d         
007    cr bn||||||abp 
007    cr bn||||||ada 
008    100321s1960    nyua    ob    000 0 eng d 
016 7  003251159|2Uk 
019    646698781|a869425971|a988804885|a1001684736|a1043437253
       |a1057988595|a1060908248|a1060946125 
035    (OCoLC)563804141|z(OCoLC)646698781|z(OCoLC)869425971
       |z(OCoLC)988804885|z(OCoLC)1001684736|z(OCoLC)1043437253
       |z(OCoLC)1057988595|z(OCoLC)1060908248|z(OCoLC)1060946125 
040    OCLCE|beng|epn|cOCLCE|dOCLCQ|dOCLCO|dOCLCQ|dUKMGB|dOCLCQ
       |dNLGGC|dCEF|dOCLCF|dVLB|dOCLCQ|dZ5A|dS3O|dRVA|dAU@|dOCLCO
       |dOCLCQ|dOCLCA|dSTJ 
042    dlr 
049    STJJ 
050  4 BF723.A5|bS36 
060  4 WM 172|bS243a 1960 
070    320|bSa7 
072  0 U400 
082 04 136.741512 
084    77.55|2bcl 
084    77.70|2bcl 
084    81.55|2bcl 
084    CX 4500|2rvk 
099    WORLD WIDE WEB|aE-BOOK|aEBSCO 
100 1  Sarason, Seymour Bernard,|d1919-2010. 
245 10 Anxiety in elementary school children :|ba report of 
       research /|cSeymour B. Sarason [and others]. 
264  1 New York :|bWiley,|c[1960] 
300    1 online resource (viii, 351 pages) :|billustrations 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
504    Includes bibliographical references (pages 337-343). 
506    |3Use copy|fRestrictions unspecified|2star|5MiAaHDL 
520 0  "The contents of this book represent six years of research
       on anxiety in children of elementary school age. Although 
       our research project continues--it is far from finished--
       there were several considerations which brought us to the 
       decision to write this book. First, in none of our 
       publications had we spelled out the theoretical framework 
       within which we have operated. Consequently, the 
       relationships of our findings to each other, as well as to
       broader psychological issues, have not been discussed in a
       manner satisfactory to us. Second, we had a fair amount of
       unpublished data which we felt could only be evaluated 
       within the context of all we have done. Third, we became 
       increasingly aware that our work had important 
       implications for psychological practices and procedures in
       the public schools. This awareness was due not only to our
       interpretation of our formal findings, or to the fact that
       we spent a great deal of time in the school setting, but 
       also to the response of various school personnel who felt 
       that our studies could be of great relevance in the 
       development of testing procedures which would be more 
       meaningful than those currently employed in our schools. 
       The final factor entering into the decision to write this 
       book was our inability, for reasons beyond our control, to
       remain together as a research team. We have worked 
       intimately together for several years, all of us 
       participating in the over-all planning, the design of the 
       many studies carried out, and in the innumerable meetings 
       In which we hashed over the significance of our findings. 
       At the same time that it became apparent that we could not
       remain together as a research team, we realized that we 
       had to integrate our work in one place before some of us 
       had to leave. We assume that our work will be of interest 
       to clinical and child psychologists, psychiatrists, and 
       others in the behavioral sciences. However, there is a 
       much larger group of professional people whom we wish to 
       reach but whose points of contact with the behavioral 
       sciences are, in our opinion, far less than they should 
       be. We refer here to a variety of people In education: 
       school psychologists, guidance personnel, teachers, and 
       administrators. As we indicated earlier, when we have 
       presented our research to these workers they have 
       supported us in our belief that our work has relevance for
       testing programs in our schools. We hope, therefore, that 
       this book will reach and be reacted to by those 
       professional workers"--Preface. (PsycINFO Database Record 
       (c) 2013 APA, all rights reserved). 
533    Electronic reproduction.|b[S.l.] :|cHathiTrust Digital 
       Library,|d2010.|5MiAaHDL 
538    Master and use copy. Digital master created according to 
       Benchmark for Faithful Digital Reproductions of Monographs
       and Serials, Version 1. Digital Library Federation, 
       December 2002.|uhttp://purl.oclc.org/DLF/benchrepro0212
       |5MiAaHDL 
583 1  digitized|c2010|hHathiTrust Digital Library|lcommitted to 
       preserve|2pda|5MiAaHDL 
588 0  Print version record. 
650  0 Anxiety in children. 
650  2 Anxiety.|0(DNLM)D001007 
650  2 Psychological Tests.|0(DNLM)D011581 
650  7 Anxiety in children.|2fast|0(OCoLC)fst00810982 
650  7 Literaturbericht.|2gnd|0(DE-588)4167870-9 
650  7 Schulangst.|2gnd|0(DE-588)4077175-1 
650 17 Schoolangst.|2gtt 
650 22 Child.|0(DNLM)D002648 
650 22 Infant.|0(DNLM)D007223 
776 08 |iPrint version:|aSarason, Seymour Bernard, 1919-2010.
       |tAnxiety in elementary school children.|dNew York, Wiley 
       [1960]|w(DLC)   60010297|w(OCoLC)217741 
994    C0|bSTJ