PSYCHOLOGICAL BRANCH ANNUAL REPORT - 30 JUNE 1945 Army Air Forces Regional and Convalescent Hospital Miami District MIAMI BEACH FLORIDA ANNUAL REPORT 0 F PROGRAM PLACEMENT AND PSYCHOLOGICAL BRANCH CONVALESCENT SERVICES DIVISION n C ARMY AIR FORCES. REGIONAL AND CONVALESCENT HOSPITAL - MIAMI DISTRICT Miami Beach 40, Florida Clearance Number AAF - AS - SP21 June 1945 RESTRICTED PREFACE The history of a complex institution is often a history of enthusiasm for a new mission, of groping for the means to implement the mission, of dissatisfaction with seemingly meager results, of disillusionment with self and situation, and of continued striving to clarify objectives and develop methods. It is often helpful, after some progress has been made toward the clarification of aims and development of means, for those involved in the work concerned to take stock of the direction of their efforts and the results of their labors. In doing so they may, if they have labored we11, gain new insight into their mission and a new perspective concerning their success, and thus be aided in carrying on with increasing effectiveness. The prepara- tion of this Annual Report has come at such a time in the development of this Branch. It is hoped that some of the initial enthusiasm, subsequent groping and dissatisfaction, and new insight and vigor are reflected in this account, preparation of which has helped to crystallize certain developments. They should be of interest, not only to aviation and clinical psychologists, but also to other Convalescent Hospital personnel, and in particular, to the Directors of Professional and Convalescent Services and chiefs of related branches such as those who, in this Hospital, have contributed materially to clarification and implementation of the objectives of this Branch. This report is the result of the combined efforts of all personnel of this Branch, each Section preparing its chapter for coordination by the Administrative Section, Art work, printing, photography, and binding vere accomplished by convalescent patients as a patient project with the assistance of Education Branch officers and .won# Typing of original copy and much of the stencil work was done by the Branch stenographer, and by a civilian typist borrowed for the preparation of this report 'through the efforts of Lt. Col. J. F. Armstrong, Director of Personnel Administration and Base Services, who also secured additional typing helo for stencil cutting. DONALD E. SUPER f Captain, AC Officer-in-Charge CONTENTS Section Subject Page I Administrative Organization and History 1 II Personnel 6 III Processing and Service Activities 16 Convalescent Orientation, Phases I and II 17 Continuous Orientation, Phase III 32 Statistical Summary, Orientation Activities after 59 Evaluation and Program Placement Functions Unit T 60 Unit 3 71 Unit N 76 Statistical Summary, Evaluation Functions after 80 Testing Functions 81 Statistical Summary, Testing Functions after 83 Vocational C-uidanco Functions in Separations 84 Statistical Summary, Separations Functions after 90 IV Research Activities 91 V Training Activities 108 VI Evaluation and Forecast 111 2/LT/IO/hf CORAL GABLES SUAFSIOE TRAiMOAB T S THOMPSON M< KIN NON TMt. ftANCOAST /vAvr/u/s P N COTTAGES A W OF HOSPITAL (/MTS SH0H//A/S M///A/G />/STMCFS FHOM UH/T T 6ULFSTREAM 6 T TOMER s fcs CD VO SECTION I ADMINISTRATIVE ORGANIZATION AND HISTORY Mission: The Program Placement and Psychological Branch of the Convalescent Services Division is charged with the initial, follow-up, and terminal study and evaluation, program placement, convalescent orientation, and counseling and guidance of patients. Various sections of the organiza- tion charged with specific areas of responsibility in the AFPDC Regula- tion on organization which outlines the general functions of the Branch (AFPDC Reg 20-19, 28 Oct, 1944) are as follows: Program Placement and Evaluation Section; To render initial eval- uation of abilities, aptitudes, adjustment, interests, and achievement of all patients by record analysis, interviews, and tests to make re- commendations for program placement and counseling services. This sec- tion also conducts follow-up and terminal evaluations to gauge improve- ment in the psychological, educational, and vocational aspects of con- valescence, Special testing procedures and analysis are performed as requested by medical officers. Convalescent Orientation Section: To plan, prepare, and conduct convalescent orientation consisting of a coordinated series of talks and discussions designed to assist the patient to adjust quickly to his new environment, to secure his interest and cooperation, to develop a sound mental attitude conducive to recovery, and to maintain proper military morale when discharged from the hospital. Counseling Section; To provide educational, vocational, and perso- nal counseling for all patients recommended for such services. Administrative Section; To perform administrative and record- keeping functions involving internal operation, and such Branch reports as might bo required. In addition, to conduct research and make re- ports for the purpose of improving psychological procedure and tech- niques, developing new methods, and obtaining data on the psychologi- cal characteristics of patients, as may be required for the efficient operation of the Branch or as directed by higher authority. The revised AFPDC Reg 20-19 dated 9 May 1945 rescinds the Reg 20-19 under which this Branch operates but does not apply to multi-mission stations of which the Miami District is ene. Consequently, there has been no overall reorganization to change the mission of the Program Placement e.nd Psychological Branch to that of a Psychological Services Branch, on a par with the other professional services divisions. The Convalescent Services Division, of which this organization is a branch, was activated on 15 September 1944 per General Order $25, Hq., 1 AFPDC, dated 28 September 1944, Actual operations of the Branch, how- ever, did not begin until 2 October 1944, On 4 October 1944, the Branch began to function with the arrival of Major Edward I, Strongin. Prior to his arrival at Miami Beach, Major Strongin had spent some time at Hq«, AAFPDC, in preparation for his assignment as Chief of the Branch, the orientation he received at Headquarters, Major Strongin was able to initiate the activities of the organization although no written regula- tions or directives existed, In addition to the major, 2 officers and 2 enlisted men were assigned to the Branch early in October. The Branch was located at the Tower-Gulfstream Hotels, a unit of the AAF Convalescent Hospital some 3 miles from the headquarters. Space was provided in the basement of the Gulfstream Hotel and consisted of a long corridor with 6 small rooms for operations. With insufficient personnel, inadequate space, and only a general, unwritten conception of its mission, the Branch began to process patients at Unit T on 9 October. Processing consisted of assembling the patients who had arrived at Unit T the previous day in one of the small offices and orientating them to the Convalescent Program, Other branches of the Convalescent Services Division were already in operation on a small scale, and this initial orientation was designed to interest patients in the activities of these other branches. Patients were scheduled for place- ment and evaluation interviews although the main purpose of these was to acquaint the patient with the hospital program at the conclusion of the orientation period. Results of the interviews were recorded on tempor- ary forms which were filed for possible future use. Placing of patients in the program presented a problem because of the limited number of ac- tivities available. However, in spite of the lack of space, equipment, and personnel throughout the Convalescent Program, a modicum of success was achieved in placing patients in activities, A series of 12 lectures covering the field of mental hygiene and applied psychology as it might effect patients and military personnel in general, was instituted in anticipation of the regulation which later arrived, requiring that a coordinated series of talks (continuous orientation) be developed and presented to patients. The directives required that the orientation consist of 5 weeks of lectures, 2 hours per week. However, local conditions which did not permit most patients to remain at this unit for 5 weeks, and the lack of convalescent activ- ities, made it desirable that the orientation course be completely of- fered in a shorter period of time. Accordingly, a series of ten lectures given during two consecutive weeks was instituted. In October 1944 a Separation Program was established in the Conval- escent Services Division as part of the Psychological Branch. Confer- ences were held with the American Red Cross, representatives of the local USES and the Veterans’ Administration, the Personal Affairs Officer, and the secretary of the ODD Board of the hospital to determine areas of responsibility and coordinate services. The only available space for the program was one room of the Pancoast Hotel (Unit P) located some 3 miles from Unit T and directly across the street from the Head- quarters Building. By the time the personnel assigned from this Branch to do separations work were settled in their new space, more enlisted and officer personnel arrived for duty, with a backlog of 40 patients awaiting discharge, the first separations activities supervised by this Branch were conducted during the last week in October with 9 patients participating. By November the Branch personnel consisted of 4 officers and 9 en- listed personnel of whom 4 were members of a WAC detachment on Miami Beach assigned to this Branch because of their classification as Per- sonnel Consultant's Assistants. It was found that their maturity and previous civilian experience as social workers made them valuable in- terviewers* with the exception of one enlisted man and the four mem- bers of the WAC, all personnel were procured by Hq., AAFPDG. With the increased personnel and general growth of the Convalescent Services Division, the lack of adequate space for Branch operations be- came a major problem. After numerous surveys of available space, the Chief of the Convalescent Services Division assigned an eight room cot- tage on the grounds of Unit T for Psychological Branch activities. The Branch operated in this location (cottage $5) for three days when it be- came necessary to halt operations while the cottage was redecorated and painted. At the conclusion of the renovation, operations were begun again, but by the end of a week another move was arranged into two cot- tages 7 & 8, Operations there did not begin for another week because of renovations. The additional space made it possible to move the Separations Service from Unit P to Unit T, The space available was considered to be completely adequate, consisting of space for group work with patients, interviews, and office operations. A serious lack was the inability to obtain stenographic help, and it was necessary that two of the officers who could type devote part of their time to the preparation of reports, letters, and routine typing for the division. This situation was somewhat corrected with the arrival of one enlisted man who was assigned to the Administrative Section and acted as clerk-typist-stenographer. Initially, the Branch was divided into four sections: The Administrative and Research Section which was charged with the general administration of the Branch, submission of reports and respon- sible for work on psychological research projects as ordered by higher headquarters, and conducting such individual research as was deemed appropriate to this particular situation; Orientation Section whose functions were broken down into an initial orientation which welcomed the patient to the hospital, a sup- plementary orientation which orientated the patient to the Convalescent Program, and a continuous orientation which consisted of a series of lectures dealing with topics of applied psychology designed to assist the patient in making a rapid adjustment to his return to continental United States and such other problems as might be related to his indi- vidual adjustment; The Counseling Section had as its chief functions personal counsel- ing and vocational and educational counseling; personal counseling is de- signed to discuss with the patient any personal problem he might have and make an attempt to help him solve it; vocational and educational counsel- ing is devoted to advising and working out for patients who are about to be separated from the service, a program to help them adjust rapidly to their new civilian status, finding a job, returning to school, and other topics which might be pertinent. The Program Placement and Evaluation Section rendered initial eval- uation of abilities, aptitudes, adjustments, interests, and achievements of all patients by record analyses, interviews, and testing, and made recommendations for program placement and counseling services. This section also conducted follow-up and terminal evaluations to gauge im- provement in the psychological, educational, and vocational aspects of convalescence. Special procedures and analyses were performed as re- quested by medical officers. On 6 November 1944 a copy of AFPDC Regulation 20-19, dated 28 October 1944, was received at the Convalescent Services Division and the activ- ities of this Branch were readjusted in accordance with information con- tained in par. 24 of above regulation (Organization Chart, Table l). Early in January Major Strongin was trenaferred to the Convalescent Hospital at Plattsburg, New York. Captain Donald E, Super, then Ass’t, OIC at the Psychological Branch, Redistribution Station $2, Miami Beach, was transferred to this Branch as OIC, In mid-January, with the opening of a ConValescent Program at Unit N, this Branch began Program Placement operations at that Unit. Initial- ly, because of a large backlog of patients to be enrolled in the program, it was necessary to conduct a mass orientation to the convalescent activ- ities and a very hasty placement interview. However, within approxi- mately one week, all backlog patients were enrolled and one enlisted man on full time and one officer on part time were assigned to Unit N to. orient patients to the program and place them. Because the patients at Unit N were definitive cases and because most Unit N operational fatigue cases eventually were transferred to Unit T to complete their convales- cence, it was not felt necessary to institute the continuous orienta- tion lectures. Thus, the only operations conducted at Unit N were, and are. Program Placement and Initial Orientation. Early in March the Convalescent Services Division began to operate at Unit B with the completion of buildings to house activity facilities. Again, as had been the case at Unit N, a backlog of patients was handled and one officer and two enlisted men were permanently assigned to operate the Branch at that Unit. Together with the placement functions there was instituted a continuous orientation lecture series. On 19 March, because of the pressing need for diagnostic psycholo- gical testing at Unit B, one additional officer was assigned to that Unit and used the services of one of the enlisted men already assigned on a part-time basis. At this time there were added to the hospital two more hotels under the designation of Unit S. Vocational and Educational Counseling activ- ities, formerly performed at Unit T, were moved to Unit S which was set up to handle separations• One officer and four enlisted men were moved there as were other branches and offices which were concerned with se- parations work, IIo ether Branch operations were organized because Unit S had no activity facilities, and since its incorporation as one of the hospital units, it has housed only a few patients for extremely short periods of time. Although the Separations activities are no longer under the supervision of this Branch, personnel originally assigned continue to operate as a service organization for the Personal affairs Branch, There have been no further changes in the organization except for the shifting of personnel. Par. 2 of AFPDC Regulation 20-19 dated 9 May 1945 indicates that that regulation does not apply to this station. AFPDC Ltr 80-56 dated 9 May 1945 and the PD Communique for 31 May 1945 are written as though this Branch were intended to be a Professional Service but the local interpretation of the directives is that the Branch continue as part of the Convalescent Services Division, However, certain aspects of this Branch’s work, for example, the Counseling and Testing Services for the Personal Affairs Branch, and clinical testing for Psychiatric Services have developed Branch functions to the point of providing services for the entire hospital organization rather than for the Convalescent Services Division exclusively. Organization charts reflecting major changes in personnel assign- ments and functions follow. 5 L , . Personal 3 EM 30 November, 1944 Counseling Lt* Darlington Educational and Vocational 3 EM Technical Reports 1 EM Operations Consultants 2 EM Chief, Psychological Branch Major Strongin ORGANIZATION CHART TABLE I Administration Lt. Grochola —i— Evaluation and Placement Lt•Raylesberg (J Time) Recapitulation 4 Officers 21 EM Testing 4 EM Interviewing 6 EM Psychological Research 1 EM Orientation Lt* Raylesberg Time) 1 EM All Operations at Tower Personal 3 EM 31 December, 194^ Educational and Vocational 3 EM Technical Reports 1 EM Operations Consultants 2 EM Counseling Lt. Darlington Chief, Psychological Branch Ma j or Strongin ORGANIZATION CHART TABLE II Administration j Lt* Grochola 1 EM Evaluation and Placement Lt. Raylesberg (-g Time) Recapitulation 4 Officers 22.; EM Testing 4 EM Interviewing 6 EM Orientation Lt. Raylesberg {-J Time) i em t Psychological Research 1 EM All Operations at Tower Research Lt. Raylesberg (jj Time) 2 EM 31 January, 1945 Vocational and Educational Counseling Lt. Darlington 3 EM T 1 EM B QIC Psychological Branch Capt. Super ORGANIZATION CHART TABLE III Administration Records and Reports Lt. Grochola 4 EM Evaluation and Placement Lt, Dolman Recapitulation 5 Officers 20 EM Testing 4 EM Interviewing 4 EM T 1 EM N unenxaxion Lt. Raylesberg (-§■ Time) 1 EM T - Tower B - Biltmore N - Nautilus Research Lt. Raylesberg (g Time) 2 EM 28 Feb., 1945 Vocational and Educational Counseling Lt. Darlington 4 EL! OIC Psychological Branch Capt. Super ORGANIZATION CHART TABLE IV Admini st rat i on Records and Reports Lt. Grochola 3 EM Evaluation and Placement Lt. Delman Recapitulation 6 Officers 21 EM Testing 4 EM Interviewing Lt. Tice 5 EM T 1 Eli N Orientation Lt. Raylesberg {js Time) 2 EM T - Tower N - Nautilus Research Lt, Raylesberg (J Time) 2 EM j 31 March, 1945 Assistant OIC Unit B Evaluation and Placement Lt. Tice Vocational and Educational Counseling Lt• Darlington S 5- EM S OIC Psychological Branch CantSuper ORGANIZATION CHART TABLE V Administration Records and Report si 'Lt* Grochola 1 EM 1 CIV —i Evaluation and Placement Lt. Lawrence — Recapitulation 7 Officers 20 SM 1 CIV Testing Lt. Delman B 1 EM b Inter viev/irg 7iC T 1 EM N 1 EM B Orientation Lt. Raylesberg (■§■ Time) 1 EM T 1 EM B T - Tower B - Biltmore N - Nautilus S - Surfside 30 April, 1945 Research Lt• Raylesburg (-j Time) 2 EM Assistant OIC Unit B Evaluation and Placement Lt. Tice Vocational and Educational Counseling 4 EM S OIC Psychological Branch Capt. Super ORGANIZATION CHART TAR IE VI Administration Records and Reports Lt* Grochola 1 EM 1 civ__ 1 Evaluation and Placement Lt. Lawrence Recapitulation 6 Officers 19 EM 1 CIV Testing Lt. Delman B 2 EM T 1 EM B Interviewing 4 EM T 1 EM N 1 EM B Orientation Lt. Raylesberg (i? Time) 2 EM T- 1 EM B T - Tower B - Biltmore N - Nautilus S - Surfside Research Lt, Raylesberg (-|- Time) 2 EM 31 May, 1945 Assistant OIC Unit B Evaluation and Placement Lt. Tice 1., Vocational and Educational Counseling 4 EM S OIC Psychological Branch Capt, .Super ORGANIZATION CHART TABLE VII Administration Records and Reports Capt, G-rochola 1 EM 1 CIV Evaluation and Placement Lt. Lawrence Recapitulation 6 Officers 19 SM 1 CIV Testing Lt, Delman B 2 EM T 1 EM B Interviewing 4 EM IT 1 EM B 1 EM N Orientation Lt, Raylesberg (J Time) 2 EM T 1 EM B T- Towers B- Biltmora N- Nautilus S- Surfside 30 June, 1945 Research Ltr Tice 3 EM Assistant OIC Unit B Lt. Delman Supplemental 1 Officer (Assigned, not joined) 1 EM (Loaned to Education Branch) Vocational and Educational Counseling 4 EM S OIC Psychological Branch Capt. Super ORGANIZATION CHART TABLE VIII Administration Records and Reports Capt. Grochola 1 EM 1 CIV Evaluation and Placement Lt. Lawrence T Lt. Martin B Recapitulation 7 Officers 24 EM 1 CIV Testing 2 EM T 2 EM B Interviewing 6 EM T 2 Eli B 1 EM N Orientation Lt. Raylesherg 2 EM T 1 EM B T - Tower B - B i Itmore N - Nautilus S - Surfside Pfc Greene Cpl Goheen S/Sgt Newman Pfc Davis Pfc Harris Pfc Uhlaner Sgt Miller Sgt Burnett T/Sgt Levine Pfc Morton Pfc Neuman Pfc Howard Lt Raylesburg Lt Lawrence Lt Martin Miss Regenstein Capt Super Capt Grochola Lt Tice Lt Delman Pfc Tierney Cpl Eisenberg S/Sgt Deady Cpl Reiff Pfc Polard Pfc Leskowitz Pfc Billstone Cpl Robinson SECTION II PERSONNEL The military personnel situation of the Psychological Branch has been unlike that in either the Psychological Research Units or Medical and Psychological Examining Units of the AAF Training Command. Like the former, this Branch has had as its mission the performance of a highly professional task, specifically, the diagnosis and counseling of mentally or physically ill soldiers and the improvement and devising of techniques and procedures for this work. Like the latter, it has had to accomplish its mission with a small proportion of highly trained and experienced psychologists. By October 1944, when the Branch was organized, the Aviation Psychology Program included so many activities that it v/as no longer possible for most officers to be over thirty years of age and to have the Ph.D. degree in Psychology, nor v.as it possible to assign to the Branch many enlisted psychologists with more than the equivalent of a B.A. in Psychology. Reference to the roster of Branch personnel will show that all officers assigned to this Branch at the time of writing had degrees in Psychology, of which two were Ph.D.’s with several years of civilian experience in Psychology, two were M.A.’s with considerable work toward the doctor’s and with at least three years’ civilian experience, two were M.A.’s with little civilian experience but considerable military experience, and one was a B.A, with several years of military psycho- logical experience. Similarly, the enlisted men include two near Ph.D.'s, one of whom had significant civilian experience before entering the Army, eight men with the equivalent of a B.A. degree in Psychology (e.g., three and one-half years of college plus ASTP training in Person- nel Psychology), nine men with the equivalent of an M.A. and some experi- ence in Psychology or social work, and five men with less than a college education of whom three are only high school graduates and all of whom were assigned to the Branch from MPEU’s in June 194-5* These five men are being indoctrinated and tried out to determine whether the least skilled assignments in this Branch can, as in the MPEU's, be performed by non-psychologists. That problems of mental and emotional adjustment are involved rather than the administration of routine tests or the recording of objective test scores as in the MPEU’s makes this something of a question, but it is anticipated that Initial Orientation and routine statistical work in the Research Section may be suitable assignments for non-psychological personnel. Training programs have been carried on to improve the skills and insights of Branch personnel. Some of these have been formal, as in the case of Convalescent Orientation leaders and, currently, Evaluation Interviewers and Counselors; some have been informal, as in the case of Clinical Examiners who have been, and are being, trained in the use of individual intelligence tests for mental diagnosis, in the Rorschach technique, and in the Thematic Apperception Test. The personal libraries 6 of officers and men, some of them rather complete, and the psychological publications in the technical and medical libraries, have been useful in these training programs. The unusually attractive and complete facilities, both military and civilian, of the Miami District, have done a greet deal to keep up the morale of the personnel of this Branch. Working space, B.O.Q. and bar- racks, and recreational facilities and messes, have all been very satis- factory. It is only fair to say that only two factors have, in the long run, had a detrimental effect on morale. One is the difficulty in finding housing for married officers and men and the expense of such housing when found (e.g., one first lieuten- ant paid $235*00 for his efficiency apartment nt the height of the sea- son, and another officer, forced to give up his quarters at the Redistri- bution Station after being transferred to the hospital, is obliged to pay $137.00 per month for a house available for the summer only). The other is the perennial problem of promotions. Although the Branch manning table provides for no grades lower than corporal, and only four of these, thirteen enlisted men are privates and privates first class, some of them having been in grade for more than two years despite considerable ability and training. The officers have, except in one case, been more fortunate, but this has been because all but the QIC have come to this station as lieutenants. Enlisted promotions have been blocked because the station as a whole has been over strength in grade. As always, the morale (but not the efficiency) of trained men with consid- erable native ability and a highly skilled assignment has been somewhat adversely affected by contact with less able and less skilled men who, by virtue of historic accidents, have more rank. The civilian personnel situation has constituted a more serious handicap to the work of the Branch. Due to the failure of another Branch to include in the manning table prepared in January 194-5 a large number ox civilian employees already working for it, the hospital as a whole was almost immediately up to its authorized civilian strength. For this reason, it was possible for this Branch to employ only one of the three authorized civilians. Requisitions for the two others have been in for some time, but these cannot be filled until the station manning table approved by the War Manpower Board on its visit in March 1945 is approved in Washington. The result has been a delay in the typing of everything but weekly and monthly reports, the typing of many reports, letters, forms, and tests by officers and enlisted men, and the indefinite shelving of - a number of projects, e.g., the preparation of an Activity Preference List which no typist has had time to type. The one civilian stenographer on duty with this Branch has, in truth, done ’’yeoman service”. The Branch at Unit B has had to rely on the personnel of the Convalescent Services Division for clerical help. A civilian (CAF-3) at Unit S, who had been assigned to work in the Vocational and Educational Counseling Section of the Branch, was transferred to the Personal Affairs Branch at the time the Separation Service became a Personal Affairs responsibility. Additional civilians have been requested repeatedly, but because of sta- tion manning tables not being finally approved, the Branch has been unable to procure them. At the time of the activation of this Branch, the personnel consisted of three officers and two enlisted men. Because of the specialized nature of work to be accomplished, the Branch was unable to procure personnel locally and was entirely dependent upon Headquarters, AAFPDC, to fill its Table of Organization. The first manning table of this Branch, submitted 27 November 1944* called for seven officers, twenty enlisted men, and six civilians. The required strength changed from time to time due to changes in the organi- zation of the Branch and various activities contemplated or begun at other hospital units. Since that time, units have been established at Units 3, S, and N at various distances from the original unit at the Tower Hospital, the Biltmore Unit being 17 miles and the Nautilus and Surfside Units being three miles each. A revised manning table submitted 18 February called for a total of eight officers, twenty-two enlisted men, and four civilians. The Branch, although under strength until late June, has been operating under this manning table pending approval from Headquarters, AAFPDC. At the present time, the Branch consists of seven officers, twenty- five enlisted men, and one civilian, with one additional officer assigned but not joined. Names, grades, and professional qualifications of all officers and men follow. Name Hank A8N Period of Service 1months) Professional Qualifications Duty Super, Donald E. Captain 0900989 6 Ph.D.,Psychology,Columbia University; Branch 0IC Associate Professor (on leave),Teach - ers College,Columbia University5 Director,Cleveland Guidance Service, 1 year; Associate Professor of Psychology and Director, Student Personnel Bureau, Clark University, 4 years; Lecturer in Guidance, Harvard University, 1 year. Author of two texts. Grochola, Chester W. Captain 0577769 si A.B.,Psychology,University of Ass’t Branch North Carolina QIC Raylesberg, Daniel D. 1st Lt. 0588604 9 M.S.,Psychology, C.C.N.Y, Occupa- QIC, tional Analyst, USES Washington, Orientation D.C., 1 year; Social Welfare Worker, Social Security Board, 1 year Delman, Louis A, 2nd Lt. 0928531 5 M. ,Psychology, Univ.of Virginia, Ass’t 0IC, 2 yrs. graduate work at NYU; Unit B Psychologist, New York State Dept, of Correction, 1 year; Psychologist, N. City Dept, of Correction, 2 years; Occupational Analyst USES, 1 year. PERSONNEL ASSIGNED AS OF 30 JUNE 1945 Name Rank ASM Period of Service (months) Professional Qualifications Duty Hemphill, John K. 2nd Lt. 0931889 Asg’d, not jd. B.A.,Psychology, Ft. Hays State College, Kansas. Graduate work at Clark Univ, Lawrence, Douglas H. 2nd Lt. 0928823 A M,3.,Psychology,Univ. of Washington, Teaching Fellowship, Psychology, Univ, of Washington, 1 year. 01C,Evalua- tion & Pro- gram Place- ment Martin, Leslie L. 2nd Lt. 0931304. 1 3 M.3.,Psychology,Purdue Univ; Dir., Psych. Clinic Public Schools, Michigan City, Ind., A yrs; high school instr, 1 yr; student instr., Purdue Univ. Speech and Hearing Clinic, Industrial-Psychologist, Ft. Wayne, Indiana, 1 year3 Director 0CD, Michigan City, Ind.., 1 year. 0IC, Evaluation Sc Program Placement, Unit B Tice, Frederick G. 2nd Lt. 0929782 A Ph.D.,Psychology,Univ.of Virginia, Instructor in Psychology, Hollins College, 1 year QIC, Research Section Levine, Abraham 3. T/Sgt. 17066735 % B.A.,Psychology, Univ. of Iowa; 1 yr. grad, work in Psychology, Univ. of Iowa NC0IC, Research Deady, Robert L. S/Sgt. 31127102 7t Ph.B., St. Michaels College; B.S. in Education, Mass. State Teachers College; J year grad work in Edu- cation, Mass. State Teachers College. Algebra teacher in Chicopee, Mass., 6 years. NC0IC, Administra- ti on and Personnel Name Rank ASM Period]of Service' •' (months) Professional (Qualifications Duty Newman, Emanuel S/Sgt. 39258354 1 B.A.,Psychology, UCLA; 1 year U.S.C.; Psychological case worker, California State Dept of Institu- tions . Hval.& Prog. Plac. Intvr. HP Wards, Unit B West, William A. S/Sgt. 39o0754? 6 B.A. Montana State, High School Principal 2 years, Medicine Lake, Montana. Detailed to Bduc. Branch Burnett, Robert L. Sgt. 36717107 % 3§ yrs. Psychology, Univ. of Illinois, ASTP Personnel Psychology. Probation Officer, Juvenile Court, Winnebago County, 111. 1 year. Receiving Interviewer Unit T Miller, Samuel L, Sgt. 313B9867 7j M.S. Social Service,Harvard Univ. • Recreational, Educational Director, Burroughs Foundation, Friends of Young Judea, 4 years. Evaluation & Programi;Place ruent Intvr. Unit T Balistrere, Frank Cpl, 13022416 1 2 High School Graduate; 18 months, Group & Psychomotor Testing MPEU 9 Research Assistant Eisenberg, Arthur Cpl. 32610518 7i M.A., Psychology,NYU; Child Supervisor, Hebrew National Orphan Home, Yonkers,N.Y., 1 year. Clinical. Examiner, Unit B Gdheen, Howard Cpl. 13074617 7i 1 year George Washington-Univ., 3# years Muhlenberg College, ASTP in Personnel Psychology. HCOIC, Vrientation Unit T Reiff, Harry M. Cpl. 12185637 7i BSS Philosophy, C.C.N.Y. 11 Evaluation Testing, Unit T Name Rank Period of Service ASM (months) Professional Qualifications Duty Robinson, Richard G. Cpl. 32691150 B.S., Psychology, Harvai’d University Qlinical Ixaminer, Unit B Billstone, Laurie Pfc. 33341733 5 M.A., Social Work, Univ, of Pitts- Social Worker and Supervisor, American Red Cross, 4 years Orientation Lecturer, Eval. & Prog. ?3*ic. Intvr. Unit £ Davis, Stanley R. Pfc. 32960558 -i- 2 years Univ. of Alabama,Personnel Manager, 1 year Sval.& Prog. Plac. Intvr. Unit T Diment, Veldon J. Pfc. 39323574 7 B.A. Social Science, Pacific College; ASTP, Personnel Psychology. Eval.& Prog. Placement Interviewer, Unit N Feldman, Rob ert Pfc. 32988743 3 B.S.S. in Sociology CCNY; 1 year grad, work, N.Y. School for Social Workers. Social Worker, NY City Dept of Welfare, 3 years. Counselor, Bd. of Education, 3.Y, City. Eval. & Prog. Placement Interviewer Unit T Greene, Samuel Pfc, 32903019 9 B.S. Psychology, Long Island Univ,; 2 yr. grad work Psychology, N.Y.U. Social Worker, Willoughby Settle- ment House, NYC, 2 years. Evaluation Testing Unit T Harris, David Pfc. 32784.593 7g 2j years Accounting, NYU; ASTP Personnel Psychology. Eval.& Prog. Plac.Intvr. Unit B Name Rank ASN Period of Service (months) Professional Qualifications Duty Howard, Herbert S. Pfc. 42034-867 X 2 years NYU. MPEU #6 Vocat. £ Educat. Counselcr,Unit S Leskowitz, Edward A. Pfc. 12086114 7 3.B.A.,Accounting,St.Johns Univ.; AST?, Personnel Psychology Eval. & Prog. Plab.Intvr.Unit B Morton, Bert Pfc. 12090708 7 A.B.,Political Science,Brookljm College; ASTP, Personnel Psych. Research Ass’t, Neuman, Gerard G. Pfc, 36633583 74 M.A. Psychiatric Social Work,Ohio State. Psychiatric Social & Guidance Worker, 1 yr.,Bureau of United Charities,Chicago,111. Clinical Psychologist,Institute for Juvenile Research, 1 yr.,Columbus, Ohio Vocat, £. Educat. Counselcr,Unit S Polard, Robert J. Pfc. 12X77567 i 1 year Fordham Univ.,14 months inter- view clerk, MPEU 6, 4 months .Person- nel Consultant’s Ass’t, Station Hosp. Kecsler Field, Miss. Orientation Lecturer; Eval. ,& Prog.Plac. Intvr.,Unit T Siegel, Saul M. Pfc. 33747260 Assgd. 30 June B.A. Social Science, Univ, of Chicago. Eval, & Prog, Plac.Iitvr,Unit T Tierney, Thomas E. Pfc. 42037675 7 M.A. Psychology,St. Johns Univ.; Vocational & Educational Counselor, Power Memorial Academy, 1 year. Vocat.& Educat. Examiner,Unit S Uhlaner, Julius E. Pfc. 33750676 7i M.S. Psychology, Iowa State;Indus- trial Psychologist,0DT,Wash.,D.C., 2 yrs; Industrial Psychologist,Ford Motor Co., 1 year; Research Associate NYU, 1 year Vocat. & Educat. Counselor & Examiner,Unit S j Name Rank ASN Date Date Assigned Departed Qualifications Duty Strongin, Edward I. Major 0509329 2 Oct 44 6 Jan 45 Ph.D,, Cornell U.; Research Associate, Columbia U. School of Medicine,? yrs. Branch CIC Darlington, Meredith W. 2nd Lt. 05B8770 30 Sep 44 19 Apr 45 Ph.D, Univ. of Nebraska; Asst Prof, of Ed.,0kla A&M, 1 yr; Instr. in education, Univ. of Neb.,5 yrs,; Ed, & Vocat.Consultant,3 yrs,; Princ. 8c Tchr., Jr. H.S., Fairbury, Neb., 6 yrs. QIC /Vocational Sc Educational Counseling Sect. Unit S Rotter, Julian B. 2nd Lt. 01019A01 14 Apr 45 28 Apr 45 Ph.D.psychology, Indiana U.; Psychologist,Worcester State Hosp., 1 yr; Norwich State Hosp., 1 yr; Indiana U., 1 yr. Testing Atwood, John Thomas 2nd Lt. 093CS36 12 Feb 45 28 Feb 45 B.S.psychology, U. of Wise.; 1 yr. grad work, Columbia U.; Psychologist, NY State Dept, of Correc- tion, 9 years. Attached for trailing Christopher, Wilford S. S/Sgt. 18094209 20 Oct 44 23 Apr 45 M.A.,Sociology, U.of Iowa; Asst. Prof.,Sociology, Phillips U., 4 • Personnel Consultant, Phillips Univ., 4 yrs. NC0IC,Vocat. Sc Educat. Counseling Unit S PERSONNEL TRiJiSFERRED FROM BRANCH Name Rank Date ASN Assigned Date Departed Qualifications Duty Bradley, Arthur Cpl. 393U549 17 Mov 44 8 Jan 45 M.A., Psychology, U. of Minn. Eval. & Prog. Plac. Intvr., Unit T Calculator, John P, Pfc. 32816860 1 Nov U 29 Mar 45 1 year. Business Adm., Pace Institute Administration Cohen, Moses H. Pfc. 32628686 17 Nov 4-4 22 Dec 14, B.A., Psychology, Brooklyn College. Eval.& Prog. Plac. Intvr. Unit T Ferguson, Charles K. Pvt. 39576749 17 Nov 14 8 Jan 4-5 M.A., Education, UCLA Eval. & Prog. Plac. Intvr., Unit T Ward, Leo C. Pvt. U059HB 17 Nov 44 8 Jan 4-5 2 yrs. pre-med., George Washington U. Eval. & Prog. Plac. Intvr. Unit T SECTION III PROCESSING AND SERVICE The psychological program in convalescent hospitals being relatively new, officers and men in other branches have had many different ideas as to the nature and functions of the Psychological Branch. Convalescent training officers have thought in terms of orientation to the hospital and to the convalescent program, of publicity for convalescent activities, of placement in the program, and of work vdth chronic absentees. Scheduling personnel have been aware of the program placement function but have only slowly come to realize that such work, as done by psycho- logically trained personnel, is more than merely scheduling a man for courses. Medical personnel have, in some cases, tended to regard the Branch as a would-be intruder into their field of treatment or psycho- therapy, while others have been aware of the possibilities of diagnostic testing and have tended to minimize other functions. Relatively few outside of the Branch itself have seemed to under- stand the variety of psychological services which might be rendered by an organization such as this, even though these are pointed out in directives. For this reason, considerable time and effort have been given to the informal education of officers and men in other services and branches by means of talks at staff meetings, discussion of specific patients in the coordination of work with medical officers and instruc- tors, and casual conversations. It has been equally necessary to keep Branch personnel aware of the varied objectives of the Branch and alert for opportunities to provide appropriate services. An attempt has been made to have Branch personnel note incidents and data illustrating the various services of the Branch and to circulate these among permanent party personnel in order to develop a concrete understanding of their purposes and nature. As outlined in directives, the processing and service activities of the Branch are as follows: 1. Initial Orientation (to the hospital and convalescent program); 2. Evaluation and Program Placement (initial, supplementary, terminal); 3. Continuous Orientation (to convalescence and return to duty); L. Special Diagnostic Testing (on referral); 5* Counseling. What those are and how they have developed is the subject of the following pages. 16 PROGRAM PLACEMENT AND EVALUATION INTERVIEW CONTINUOUS ORIENTATION (PHASE III) CONVALESCENT ORIENTATION The Orientation Section of this Branch began to function almost immediately upon activation of the Branch at Unit T. With a small staff, an only partially developed program, and lack of space, the work was nevertheless inaugurated on 9 October 1944 in the basement of the Gulf- stream Hotel. Pending receipt of authority in the form of written directives, a program of initial orientation was carried on in connec- tion with processing which gave over an hour to a talk designed to acquaint incoming patients with what the hospital was doing, the activi- ties of the Convalescent Services Division, and the functions of the Branch. A series of twelve lectures covering the field of mental hygiene and applied psychology as it might affect patients in this hospital and military personnel in general was also worked out for continuous orienta- tion, but because of limited space it v/as necessary for the first two months to condense these lectures into a five-hour course with patient attendance required. During this formative period, three significant events aided in removing most of the initial difficulties and cleared the way for more intensive development of the mission of the section. They were, in their chronological sequence, as follows: Authority for operating, in the form of AFPDC Ltr 80-56, dated 3 November 1944, which provided for a three-phase orientation program; A move from the Gulfstream basement into Cottage #5 on 18 November, greatly enlarging the working space and furnishing rooms for the increased duties of this section. Two weeks later the Section moved into permanent quarters on the second floor of Cottage #7; The enlargement of the Branch’s staff by the arrival in mid-November, 1944, of additional enlisted men. Initial Orientation. Phase I and II Paragraph 3c of AFPDC Ltr 80-56, 3 November 1944, provides for Morientation,...in which the Convalescent Hospital Program is described and explained and an effort made to secure the patient’s cooperation and interest." This was known as Phase One, Orientation, Phase Two, Orientation, is provided for in paragraph 3f(2) as follows? "....orienta- tion which will outline and describe the facilities of the Convalescent Services Division, the aims and purposes of the program, and what is expected and desired of the patient." Patients assigned to Unit T are first admitted to the hospital at Unit P. In order to offer Phase I, Orientation, it would therefore be necessary to operate at Unit P. The distance involved and lack of 17 transportation and personnel made this impossible; in the interests of efficiency, it was decided to combine the mission of these two phases into one comprehensive lecture to be given at the beginning of the day's processing at Unit T, N, or B. The outline of this lecture was coordinated with all other branches of the Division. Investigation of other departments and cooperation with them were imperative if the men charged with the task of orientation were to do the job adequately. Heads of branches and sections, enlisted men doing the individual tasks which were to affect the patients, and civilian personnel engaged in activities of interest to patients (American Red Cross, Mail Desk, etc.), were all consulted and aided in the development of the initial orientation procedure. As a result, an outline was prepared which was to become the guide for future sessions and the basis for the modifications which were to come as a result of an ever-changing and expanding hospital program. The original outline follows; Initial Orientation Outline I, Unit T A December 1944 to 17 January 1945 Initial Orientation Lecture Phase I and II I. General A. You are here for a brief period of convalescence before return to duty or other disposition, as recommended. You arc here because medical officers have determined that you should have the opportunity for convalescence and reconditioning in surroundings and under conditions most conducive to speedy recovery. B. According to policy adopted by the AAF Convalescent Hospital early in the war, it has been decided that a minimum of time is needed to return men to duty and health if the patient’s time is taken up with a constructive program of occupational therapy and physical exercise. Toward this end, AFPDC Regulations state that a patient shall engage in five hours of activity a day for five days each week. II. Physical Set-Up of the Hospital A. The Miami Beach Convalescent Hospital is divided into three sections; the Pancoast Hospital, which handles medical cases5 the Nautilus* Hospital, which handles surgical cases; and the lower Hospital, which handles operational fatigue cases, and is charged with handling the bull: of the convalescents from all three units. Ihc Tower Unit consists of two hotels, the Toner and the Gulfstream, and nine cottages adjacent to the Gulfstrean Hotel. — B. Even though a hospital, it is nonetheless a military installation, and you may find that the standards are not as relaxed as you may have come to expect. You are a patient and medical considerations are paramount. However, military requirements are to be expected and complied with. Attendance is required during the five hours of scheduled activity per day, and the post regulations are enforced. C. If you are married and have your wife here, you are allowed an overnight pass from 5 p.m. until 8 a.m. If you are single, or your wife is not here, passes are issued from 5 p.m. until 12 midnight. On week- ends, married men may draw passes from 1 p.m. Saturday until 8 a.m, Monday. Other passes are valid until 2 a.m. Sunday. Passes will not be issued unless they are requested and picked up before 5 p.m. on week- days, or 1 p.m. on Saturday. III. Individual Treatment A. Although this is an Army hospital, you will find slight devia- tions. For the first time, perhaps, the Army is making a serious attempt to treat you as an individual rather than as a serial number. It is recognized that, given a pleasant environment and an opportunity for constructive and interesting work, a man will return to full health much sooner than would otherwise be the case. To that end, we are attempting to make your physical surroundings as pleasant as possible, and to make your scheduled activities as voluntary as we can, with consideration for medical requirements. You have a personal physician to whom you can take your medical problems, and you are also afforded the opportunity to receive individual counseling in the Psychological Branch for any non-medical problems. XV. The Educational Program A. Of the five hours of activity for which you will be scheduled, three hours per day will be in activities under the supervision of the Educational Branch. These hours will be occupied with elected activities of a vocational or academic nature. B« (Enumerate and describe educational courses offered). C. (Enumerate and describe vocational activities offered), D. (Enumerate and describe avocational activities offered). E. Arrangements can also be made to take courses toward high school or college graduation credits through the Armed Forces Institute. (Explain). V. Physical Reconditioning A. Of the five hours of activity for which you will be scheduled, two hours per day will be taken up with activity under the guidance of the Physical Reconditioning Branch. These activities will take into consideration your physical condition and will be individualized accord- ingly. B. Certain activities, such as tennis, golf, and fishing may be substituted for the physical reconditioning period. In addition to the prescribed instruction, we urge you to participate in as many of the physical activities as we have available. (Describe local facilities). C. (Describe procedure for engaging in such activity as golf, tennis, fishing, etc.). VI. The Psychological Branch A. This Branch, in addition to delivering this introductory talk, offers an orientation series of lectures in psychology to aid you in personal adjustment and a practical approach to the understanding of personal problems and everyday living. B. (Explain and describe individual counseling and guidance facilities). C. (Explain and describe function and purpose of initial and terminal interviews). D. (Explain and describe hospital program placement and recommen- dation for duty assignment). VII. Special Services A. The Special Services Branch serves essentially the same pur- pose here as at any other military installation. Because of the importance of varied and extensive recreational activity, this Branch has a somewhat broader function here. A weekly mimeographed bulletin will be found in the lobby of the Tower and Gulfstream Hotels, listing the functions taking place daily. B. (Enumerate and describe various local functions). VIII. Other Activities A. American Red Cross (describe and explain). B. Personal Affairs Office (describe and explain). C, Legal Assistance Officer (explain and locate). D. Chaplains (explain and locate). This program was inaugurated on 4 December 1944 and the original outline continued in effect until 18 January 1945 when the first revision was initiated, the result of increased facilities of the Convalescent Services Division. Late in February the film, Out of Bed Into Action, became available, and on 1 March 1945 the showing of the film was incorporated as a part of the initial orientation program to present the Convalescent Program to the patients in an interesting and novel way. Initial Orientation Outline II 18 January 194-5 to 23 April 1945 Initial Orientation Phase I (Given by Officer) I. Welcome to the Convalescent Hospital. II. Explain organization and development of PDC; A. OHD, Redistribution Stations, Convalescent Hospitals (name these and others). B. Names of Commanding General and PDC Surgeon. III. Trace development of Convalescent Training Program: A. Reasons for establishment (describe old System - men came out of station hospitals in poorer condition physically than when they werit in. Show rate of improvement new program). B. Col. Rusk's contribution. C. Trace development from station hospital to present Convales- cent Hospitals. IV. Explain theory underlying program: A. Stress treatment of patient as an individual. B. Use of planned purposeful activity: (1) PDC requires 5 hours of activity per day, 5 days per week. C. Proof of value of program: 1 Therapeutic value - as an aid to speedy recovery. 2 Keeps men from becoming bored, getting soft, losing skills. V. Organization set-up of Miami Hospital; A. Merger with Regional Hospital at Coral Gables; 1 Name and location - Diltmore, Pancoast, Nautilus, Tower-Gulfstream B. Give names of CO, Executive Officer, Director of Convalescent Services, Adjutant, and heads of branches of Convalescent Services Division. VI. Mention Personal Physician system; A. Show the patient that he will have a physician permanently assigned to his case while he is here, and that the physician is avail- able for discussion of patient’s medical problems. VII. Mention Program Placement function of Psychological Branch: A. vShow availability of interviewers and counselors for program placement, adjustment and readjustment of program difficulties, and non- medical problems. VIII. Military Requirements: * A. Although this is a hospital, it is still a military installa- tion and military requirements must be complied with. 3. Stress regular attendance at scheduled activities: 1 Two hours daily in physical reconditioning 2 Three hours daily in other activities C. Explain pass regulations: 1 Married mon - 1700 to 0800 weekdays; 1200 Saturday to 0300 Monday. 2 Single men - 1700 to midnight weekdays; 1200 Saturday to 0200 Sunday; 1100 Sunday to 2400 Sunday. IX. Turn group over to enlisted man for Phase II of Orientation. Phase II (Given by Enlisted Man) I; Show AFPDC film, Out of Bed Into Action. II. Distribute pamphlet on hospital activities. III. Show physical set-up of this hospital; A. Tower - locate. Houses PX, mail room, activities bulletin board. B. Gulfstream - locate. Houses administrative offices, ARC, Special Services, barber shop, cleaning and laundry, PT office, Plans & Schedules, Physiotherapy, Dental Clinic, pass control desk, admission office, pro station. C. Cottages - locate. #1 - Training Aids Theatre; #2 - Radio and Academic Classrooms; #3 - Arts & Crafts; #4- - Academic Classrooms; #6 - Nurses Quarters; §5 and #9 - not used by hospital; #7 and #8 - Program Placement & Psychological Branch. D. Woodworking and metal working shops - locate. E. Mess hall - locate IV. Explain physical reconditioning program. A. 2 of the 5 hours of daily activity under the guidance of this Branch. B. Individual activity - patient’s physical condition taken into consideration. C. Other activities along these lines - describe procedure for' engaging in; (1) deep sea fishing, golf, tennis, bicycling, etc. V. Explain educational program; A. 3 hours of daily activity under the guidance of this Branch, B. Stress individualized activity - every effort will be made to put men into the academic and avocational activities which they them- selves select. Show advisability of stating more than one choice to interviewer, C. Briefly state variety of subjects and activities offered. D. Show possibility of changing program by consulting the Psychological Branch. E. Explain possibility of taking courses through the USAFI toward high school and college credit. Explain method of applying. VI. Explain function of Psychological Branch; A. To assist in any problems other than those of a medical nature. B. Show the nature of, and required attendance at, convalescent orientation course twice weekly; 1 A practical approach to the understanding of human nature and behavior; why we are what we are; why others behave as they do; so that we can better understand ourselves and others. VII. Explain functions of Special Services Office; A. Weekly activity bulletin - describe and locate B. Describe activities - dances, personal appearances, free tickets to sporting events, concerts, movies, restaurants, golf, etc. VIII. Explain function of and locate other offices; A. American Red Cross B. Personal Affairs Office C. Legal Assistance Office D. Chaplains1 Offices; 1 Catholic and Protestant - services at Nautilus - transportation 2 Jewish - MIA on Friday nights; Jewish Community Center at and Euclid Avenue. IX. Transportation; A. GI bus leaves here every hour on the half hour for the Pancoast, via the Nautilus. X. Describe recreational facilities on Miami Beach: A. War Department Theater, 3dst and Collins B. Elks’ Club Saturday night dances (alternate weeks for Officers and EM) 7th and West C. Miami Beach EM Recreational Center, 21st & Washington D. NCO Club, 49th and Collins E. Officers Club, Nautilus BOQ F. YMHA, Lincoln & Collins G. Lutheran Service Men’s Center, Lincoln & Collins H. Servicemen’s Pier, 1st & Collins I. 4-lst St. Theatre J. Jewish Community Center, 14th & Euclid XI. Ask for any questions concerning the program, the hospital, etc. XII. Distribute appointment slips for initial interview. The next and last revision in the procedure of the Section was the most complete. Initial orientation was planned to include a tour of the Convalescent Services Division facilities. Since the last revision, the hospital activities had greatly expanded. The variety of activities offered the patients made it virtually impossible to give the complete picture verbally. Preparations were made to include a tour of the hospi- tal grounds and on 23 April 1945 initial orientation was revised to do this. At the same time, the Chief of the Convalescent Services Division agreedto welcome the patients personally on their assignment to the Convalescent Hospital, and on the same date the first part of initial orientation was turned over to him. These changes increased the time devoted to initial orientation and necessitated changes in the system of scheduling for processing. Henceforth, the combined talk and tour were to occupy the full morning. The value to the patients was considered to be well worth the additional time spent, and to the present time, this final revision has continued. The complete description of the activities which now make up the initial orientation follows; Initial Orientation, Outline III, Unit T 23 April 1945 to date Time Activity 0800 - 0900 Prepare upstairs classroom in cottage 7. This will include putting the room in order, setting up the projector and screen for showing the film. 0900 - 094-5 I. Introduce Chief, Convalescent Services Division (or OIC, Orientation Section) II. Briefly state the day’s activities A. showing the film, "Out of Bed Into Action" B. tour of the facilities C. interview in the afternoon in cottage 8 D. Plans Sc Schedules Office E. married men to cottage 4 III. Explain the P.T. set-up A. individual treatment B. physio and corrective exercise C. short calesthonics period (not more than 15 minutes) D. beach facilities E. golf (clubs, balls, greens fee pass, transpor- tation, pro at club, play anytime during PT hour or free time, through Special Services) F. deep sea fishing (trips every day except Sunday, transportation at 0830, boats leave 0900, go only once a week, docked at through Plans and Schedules) G. dock and pier fishing (tackle and bait trans- portation furnished, Nautilus or Sunny Isle pier, through Special Services or PT Office) H. tennis (racquet and balls furnished through PT office, courts at Nautilus and Pancoast,,trans- portation furnished) I. bicycle riding IV. Show film, "Out of Bed Into Action" 0945 - 0955 V. Visit downstairs classroom and explain: A. educational set-up - classes in physics, algebra, law, languages, current events, English, flight facts, mathematics, etc.—(keep up to date on this) stress quality of instruction illustrate class or two with explanation (this section does not lend itself as well to demonstration as do the shops and other activities, so you will have to do a better selling job here with what you have to say) B. explain USAFI C. explain GED set-up 0955 - 1000 VI, As you go over to the shops explain the functions of cottages 5, 6, 7, 8, and 9. Cottages 5 and 9 — visiting officers Cottage 6 — nurses quarters Cottage 7 — academic classrooms, newspaper, convalescent orientation. Cottage B — program placement, interviewing, testing 1000 - 1015 VII. Move through the shops in the following order and explain: A. Plastics shop (show examples of work done, machinery used, instruction and material furnished). B. Woodworking shop (show first examples of the smaller work in the wood carving section, then move out and show machinery in the larger part of the shop. Stress that the only limi- tation will be the ability of the patient. For the beginner, expert instruction is furnished. C. Art metal section (show examples of work done and machinery used). D. Leathercraft section (show exhibits if available; if not, cite projects, i.e., billfolds, key cases, picture frames, etc.). E* Machine shop (stress importance of ’know how1 if patient is interested in constructing things, stress value of machinery to show that it is not a hobby shop, point out the availability of instruction for those who wish to learn machine shop practice, operation, maintenance, - etc.). 1015 - 1045 VIII. Get into truck which will be waiting outside the shop and proceed to the 68th street shop where you will explain the following; A. Print shop (show examples of work done by the patients, explain that the shop is equipped to do letter-press, photo lithography, offset printing, blueprinting; show what can be done and show the equipment available). B. Link trainer (show the equipment and explain the opportunity for getting instrument time on the Link if desired), C. Hndio shop (move over to the repair section and explain that both radio repair and radio building are available in classes). D. Auto shop (show autos in process of repair, explain class only for those patients with own car, show all the facilities available, explain discount offered on new parts, show that work will not be done by the instructors, their function being to show the patient how and to assist him). E. Photography shop (show all equipment, explain available instruction in development, printing, enlarging, flash photography, etc., point out camera library with 616 box type and movie cameras for loan purposes, show 35 nan and speed graphlex for instructional purposes). F. Photo-tinting (show samples, point out that the photographs will be furnished or that the patient may supply his own). After this, go back to truck which will be waiting, and return to hospital at Cottage 1. 1045 - 1110 IX. Go through the area of cottages 1 through 4 and Gulfstream basement, explaining: A. Cottage 1 (training aids) B. Cottage 2 (arts <1 crafts and home planning) 1. painting (show exhibits of work, point out that both skilled and beginners have been enrolled in the classes, show that pencil, charcoal, water-color, pastel, and. oils are all taught plus work in cartooning and other special fields), 2. sculpture (show exhibits of v.'ork and begin- ning work). 3. sketching & cartooning (show exhibits of work, mention visits of professional car- toonists and models. Work done in pencil, pastels, charcoals, inks). 4. home planning and drafting (show samples of work, explain that complete plans for the post-war home may be drawn here, expert instruction, blueprinting service, scale model construction of finished work, cost estimation, and budget horau planning), C. Cottage 3 (music, dramatics, and radio) 1. music appreciation (show music room, explain function of music appreciation class, and while ihere, explain). 2. music theory (class in how music is written and how to write music). 3. piano instruction (show instruction rooms, mention also availability of clarinet, sax, violin, trumpet, etc. for practice purposes). 4. dramatics (point out model stage and show facilities for instruction in script writing, stage management, production, make- up , etc.). 5. radio (show mirror-phene and explain its use- fulness in instruction for radio announcing, production, acting, etc.; mention instruc- tion in radio script writing). D. Cottage 4 (point out that this cottage is for the use of the wives of the patients, dressing rooms, lockers, facilities for babies, crib, play pen, cooking facilities, entertainment for the waves, lounge for leisure time. Emphasize here that the married men will report back to this cottage after having completed processing at Plans and Schedules in the afternoon. At this point, be sure to explain that the wives of the patients are allowed in the program to the same extent that the patient himself is; she may partici- pate in any or all of the activities that he chooses). E. Gulfstream basement 1. physio and corrective exercise room (show the equipment and briefly explain the set-up; this may be cut if there are no orthopedics on the tour). 2. point out barber shop 3. skeet and small arms — show that firing on the range is not only a function of the skeet classes but also of the small arms classes; available weapons: pistol, rifle, Thompson .sub-machine gun, shotgun, 30 and 50 cal., etc.). A. point out pro station 5. point out laundry and dry cleaning 1110 - 1120 X. Move through the area of the Band Shell, beach behind the Tower, Garden of Eden, and Tower lobby: A. Band Shell (take this opportunity to explain the functions of Special Services, i.e., movie tickets, meal tickets, trips to races, boxing, wrestling, shows, operas, sporting events, plays, dances, golf, fishing, Tower shows, etc.; explain also the NCO club and the Officers' Club), B. Beach (point out the facilities for recreation and PT, show the bicycle shop). C. PX and Garden of Eden (give PX information and information on dances held in Garden of Eden.) D. Mess Hall (give the hours as you pass and pro- cedure for dining with guests). E. Enter Tower lobby from the front and point out; ARC, mail desk, hours for mail pick-up, activities bulletin board, and dispensary, 1120 - 1130 XI. Return to Gulfstream and on first floor show: A. Plans and Schedules Office B. PT Office C. Dental Clinic D. Pass Control Desk (give pass hours and times for picking up same). E. Special Services Office F. Administrative Offices G. Go upstairs to the Library (show the Library and then go into the Bookbinding Section and explain classes in bookbinding; show samples of work and point out the machinery and equipment). 1130 XII. Return to the lobby, pick up appointment slips at receptionist desk and: A. answer any questions B. pass out appointment slips C. dismiss the men Several special projects calculated to aid in part and to raise the level of efficiency of initial orientation are now in various stages of completion. Work is being done in cooperation with Training Aids, the Shops, and the Photographic Section to prepare for future use a series of slides of hospital facilities in full color for showing to patients in inclement weather when tours of the facilities are not possible. The slides will also be viewed by orthopedic patients who cannot make the tour easily. Another project is that of recording speeches made by prominent people dealing with some aspects of convalescence such as the talk by General Arnold at Pawling, New York,in January 19A5. As mentioned elsewhere, Initial Orientation at Units N and B fol- lows closely the procedures outlined here, except that it takes place when definitive patients are reported as convalescent. Continuous Orientation, Phase III A second and equally important function of this Section is that prescribed by paragraph 3g(4) of AFPDC Ltr 80-56, 3 November 1944- "...will conduct two hours a week, phase three orientation, which will be designed to help foster and develop a healthy outlook concomitant with physical healing.M Lack of personnel and space made it necessary, in the beginning, to interpret the spirit of the regulation liberally,and for the first few weeks of operation the classes were conducted for five consecutive days instead of the prescribed semi-weekly arrangement. As the personnel of the Branch began to arrive, the staff of the Orientation Section was increased, for by U December 1944 the patient load in the hospital was such as to justify holding more classes. With the increased space made available by the move to cottages 7 and 8, it became possible to comply with the directive more completely, and the continuous orientation sessions were given twice a week. The orientation lectures have three basic aims: 1. to give the returnee an understanding of himself by acquainting himself with the facts of applied psychology and mental hygiene. 2. to develop in the returnee a better frame of mind and higher morale so that he will understand why he can and must remain in the army and return to duty. 3- to aid the returnee in the process of adjustment to the United States, soldiers in the states, civilians, etc. The technique employed is a series of lectures and discussions on pertinent material in psychology. The material to bo presented is in agreement with authoritative sources and is presented on a plane comprehensible to the average serviceman. The stress is always on the experience of the soldier in the army, overseas, and on return to the United States; anecdotes and examples used as illustrative material relate, as far as possible, to experiences familiar to the soldier. It is assumed that, during the process of lecturing on and discuss- ing psychological principles, the returnee will relate what he hears to his own experiences, bringing some of these into the discussion, and, by analysis, arrive at a bettor understanding of bins elf. This should result in increased confidence, heightened morale, and better attitudes in general. Through analysis of the inevitability of certain attitudes, the patient may be brought to understand the basis for many of his dislikes and personal maladjustments. Careful and widespread use of illustrative examples make it easier for the soldier to absorb the ideas relating to his personal experience. Illustrative examples are drawn from the following four broad areas, and wherever possible, a point is made by referring to all or several of these types of situations; 1. common experience, everyday non-war situations likely to be free from any emotional connotations to the patient. 2. stories about the enemy and ourselves in our conduct of the war. 3. incidents common to the daily experience of soldiers, i.e., training in the army, discipline in the army, recreation, etc. 4» anecdotes of experiences common to the overseas and combat soldier. Both formal lecture techniques and the discussion method are used in presentation of the material. The staff is given sufficient freedom to enable them to develop the session in an individual manner. The only requirement is that the individual conducting the lecture cover the material as set forth in the currently operating outline. It is recognized that the varying backgrounds and experience of the instructors and the lack of homogeneity of the groups make it impossible to standardize the methods of presentation. The original outline was subject to revisions and modifications as experience with the particular types of patients developed. Used from 20 November 1944 to 4 January 1945 > it follows; I. Introduction - What is the purpose of this course? What is psychology? How can it be helpful to you as an individual and as a soldier? What is military psychology? How is psychology useful in warfare? II. Personality and Behavior - What do we mean when we talk about personality? What factors make people different? How does personality develop? What is a "good” or "bad" personality? What makes a personality a desirable one? What are the different ways in which people behave? When is behavior normal? Can we change personality? How do different personalities adjust to the army, to combat? III. Learning - How do we learn? How do we develop habits, attitudes, tastes? How are opinions formed? What is meant by conditioning? Does learning stop at a certain age? What are different techniques of learning and studying? How can we change habits and attitudes? What do we mean by re-education? IV, Motivation and Emotions - What motivates us to behave as we do? How do our emotions develop? How can wo control our emotions? that are basic drives and how do they develop? Are v/e always aware of oiir drives? What part do the emotions play in military life? How can the emotions be utilized to create better soldiers? V, Conflicts - What is adjustment? What is the difference between adjustment and maladjustment? How do conflicts develop? How do individ- uals resolve conflicts? What types of conflicts are there? What are the effects of conflicts? What arc the sources and effects of frustration? VI, Military Psychology - Morale - What creates good individual and group morale in an army? What psychological factors enable men to fight well? What psychological factors can contribute to the defeat of an army? What are defensive and offensive actions regarding morale? Why do men fight? What motives urge men to fight? VII, Military Psychology-Propaganda Analysis - How is psychology use- ful in warfare? What is propaganda? How is propaganda employed by us? by the enemy? How are rumors created? How can we tell fact from fancy? How can we determine people's attitudes? Can they be changed by propa- ganda, by education? VIII, Individual Differences - What is meant by intelligence? What are aptitudes? How do men differ in abilities, interests, vocctional skills, mental traits? How can we attempt to measure these differences? IX, Vocational Psychology - What are the factors that should go into the selection of a future job? What factors govern assignment to a job in the army? What is the basic principle underlying all classification, and, in particular, army classification? X & XI. Problems of the Returning Soldier - What psychological problems will confront the returning soldier? Will he have a difficult time readjusting to the civilian point of view? How will he compete in the job market? How will he shift from the authoritarian army to the democracy of civilian life? How will he overcome the restlessness or apathy developed during service? What factors are involved in successful married life? How can the soldier be helped to adjust to separation from loved ones while in the army? What problems will he face when he returns to wife and family after the war or upon return to the states? III. Government Provisions for Care of Returned Soldiers - What provisions have been made by the government to care for the returning soldier? What are the features of the "GI Bill of Rights"? What unemployment insurance is available to the soldier? What about Social Security, health insurance, etc? What help will the Veterans Administra- tion and the U.S. Employment Service give him? The first major revision of the orientation series came one month after the program had been in full operation. A new series of lectures was prepared and adopted for use on 4 January 1945- These lectures were developed as the result of experience in giving the first series. The original plan called for twelve topics to be covered. Experience revealed that three (Introduction, Vocational Psychology, Government Provisions for the Returning Soldier) were unsatisfactory, and one new topic (Mental Hygiene) was developed and proved a valuable addition to the series. This new series of lectures was used for fifteen weeks from 4 January 1945 until 19 May 1945 before it was found necessary to make any alterations or revisions. The topics follow. MOTIVATION AND BEHAVIOR Lecture I Objectives; I. To develop the concept that behavior and personality are the result of the composite influence of many factors in the individual’s life experiences. II. To explain the development of various motives and desires and to indicate that behavior is an effort to satisfy these motives. III. To demonstrate that behavior patterns, habits, and attitudes develop as the result of a learning process. Method of Presentation I. Factors affecting the development of the individual. Indicate by means of illustrations the important ways in which the following factors may effect individual personality. Get across the great importance of environmental forces in developing and altering behavior and personality. This section should not be too lengthy; it is a general introduction to indicate the variety of forces acting on an individual, A. Physical factors 1. Hereditary - body size, brain, endocrines, etc. 2. Environmental - illness, injury, etc. B. Social and environmental 1. Early childhood and family 2. School and friends 3. Community influences A. Adult experiences - army, civilian life, etc. II. The development of motives, needs, and desires. A. There are certain basic physical needs we all satisfy in different ways: 1. Hunger 2. Thirst 3. Sex A. Avoidance of cold, heat, etc. B. As the individual matures and comes into contact with other people, he acquires other motives and desires through learning. Explain in a general way how the following important social motives develop: 1. Motive for mastery and desire to feel important 2. Desire for affection and companionship 3. Desire for belonging - to be part of a group A. Desire for attention 5. Desire for security - explain how behavior may result from insecurity 6. Other desires varying with the cultural pattern such as the desire to make money, to have a good job, to excel at certain sports C. Much of our behavior can bo understood in terms of an effort by the individual to satisfy one or*more of these needs, desires, or motives. Explain by citing examples of behavior interpreted in terms of this principle. III. Patterns of behavior. A. Behavior patterns develop through learning. 1. We tend to continue those patterns which lead to satisfac- tion and tension reduction. 2. We behave in novel situations in manners v/hich we have found useful before. A situation completely novel (combat* meeting a bear in the woods) may result in disorganized behavior unless we have developed a well organized pattern for acting in novel situations (confidence, attacking problems, etc.). 3. Explain how a pattern of behavior such as withdrawal may develop as the result of a variety of experiences at home, in school, etc. A. Explain how' a pattern of behavior such as approach to new things may develop as the result of a variety of experiences at home, etc. B. Common mechanisms of behavior (explain with anecdotes). 1, Compensation 2, Rationalization 3, Projection 4-. Displacement 5. Phantasy 6. Identification (Indicate that each of these mechanisms at times serves a use- ful function in satisfying the individual’s ego and motives, but that if carried to extremes may be unsatisfactory behavior). IV, The formation of habits. A. Habits and attitudes are learned, 1. Illustrate with Pavlov’s experiment and with other instances of conditioning. 2, Explain how the Nazis have demonstrated that training can form habits and attitudes. B, Habits can be unlearned. 1, Refer to Pavlov’s experiment and explain experimental extinction. 2. Habits can be changed, but the older wo are, the more fixed we become in our patterns. But new habits can be learned and old ones discarded with proper technique. V. Implications of this lecture. A. To understand our behavior or someone else’s behavior, we must analyze what causes him to do things a certain way. Behavior may not always have an obvious reason (e.g., man yelling at wife because he was irritated during the day by boss, etc.). We must find out why particular individuals learned to be set in ways that seem satisfactory or unsatisfactory. B. The democratic approach of respecting each man’s individuality has a sound basis in psychology. Every man is a distinct personality and there are wide differences between individuals. It is unsound to generalize about people belonging to particular racial or religious or any typo of group. LEARNING Lecture 2 Qp.iectives: I. To demonstrate the importance of learning and conditioning in manfs development. II. To explain the principles of the learning process, with particular reference to the retention and acquisition of vocational skills and further educational study by the returnee. Method of Presentation: I. Learning in relation to individual development. A. All acts above the reflex level are modified by learning (e.g., the knee jerk reflex unlearned, other motor acts learned). B. Personality development and behavior depend upon learned habits and attitudes. C. Learning principles basic to acquisition of motor skills, personality, emotions, learning school subjects, learning vocational skills, etc. 1. Explain conditioning and association as proof by relating experiments of Pavlov and Watson. II. Nature of the learning process. A. Trial and error learning. B. Learning through insight (seeing the ’’whole" pattern). C. Learning through association (conditioning). Explain condition- ing as conditioning of a response to a total stimulus situation. D. Problem solving learning in terms of the integration of ideas and the development of insight. III. Features of the learning process. A. The nature of the learning curve - describe rapid initial learning, slowing down, and finally decreasing returns in learning. B. Plateaus and their significance. 1. Reasons for plateaus a. mechanisation of the lower order of habits takes time b. often due to relaxation in interest and effort c. sometimes caused by change in method of attack d. interference and distractions e. plateaus to some extent inevitable in learning 2. Influence of occurrence of plateaus a. stimulation to further effort b. nay lead to discouragement if not understood c. period during which consolidation of knowledge takes place XV. Factors in the learning process. ( A. Principles involved (particularly army application in training) (Psychology for Fighting Man, pp 229-31). B. Meaningfulnoss of subject matter (relation of learning to problems of combat). C. Active attitudes (coach and pupil method, participation). D. Knowledge of results always helpful (dry firing, rifle range, etc.). E. Reward and punishment (principle of law of effect, incentive, etc.). F. Overlearning (Army's application is to teach so thoroughly that behavior will be instinctive under stress of combat). G. Integration with pre-existing body of knowledge. H. Learning by whole method and learning by part method. I. Variation of ability to learn with increasing age. 1. Youth - optimal time to learn new skills, less interference from pre-existing habits 2. Middle age - the period to add new details to your mental stock, a slight decline in learning capacity but growth in breadth 3. Old age - ability to learn material unrelated to past experiences very low A. Individual differences are very wide, rand some men are capable of considerable learning well on into life. Most men have not reached their capacity to learn. V. Retention and recall. A. Importance of sound study habits. 1. Following a definite schedule 2. Shutting out distractions 3. Tie up new things being learned with old knowledge and experience 4-. Develop good reading habits (three time reading technique) 5. Overleam whenever possible 6. Use originality in learning (diagram, paraphrase, abstract) B. Effect of pleasant or unpleasant associations on memory. 1. Tendency to forget unpleasant experiences 2, Persistence of pleasant associations—nothing succeeds like success C. Other factors involved 1. Recency 2. Frequency 3. Vividness EMOTIONS Lecture 3 Objectives: I. To explain the development of emotional behavior, stressing its dependence upon learning and environmental experiences. II. To allay undue fears and anxieties arising from misconceptions of the nature of emotional behavior by explaining Hie normalcy of emotional responses under varying conditions, and by describing the physiological components of emotional response and the function served by these compon- ents. Ill To demonstrate the significance and use of emotions and sentiments in warfare. Method of Presentation: I. The evolution of emotional patterns. A. Theories of native endowment. 1. Watson*s three basic emotions and proof a. fear - initial stimuli are loss of support and loud noises; response is withdrawal reaction b. rage - initial stimulus is restraint; response is attack- ing reaction o. love - initial stimulus is stroking, petting; response is desire to continue the stimulus 2. The theory of an initial generalized emotional response with subsequent development of more specialized responses B. The development of more complex emotions. 1. The importance of learning (conditioning experiments with reference to fear, etc.) 2. Evolution of basic emotional patterns into more complex patterns of loyalty, comradeship, hatred, romantic love, etc. 3. Process of specialization and refinement of emotions II. The physiology of emotions. A, Explain simply the function of the nervous system. 1. The central nervous system (with reference to actions over which we have direct control) 2. The autonomic nervous system (with reference to actions over which we have no direct control) B. Bodily manifestations of emotion. 1. Describe physical manifestations of emotion produced by the action of the sympathetic nervous system 2. Explain that difference between rage and fear is one of the nature of the reaction to the stimulus in terms of the percep- tion of the stimulus, but that internal physical changes are the same 3. Explain necessity of the functioning of the sympathetic nervous system in extreme situations requiring prolonged physical activity a. prepares the body for prolonged activity b, describe how it does thiss adrenalin, blood clotting, etc. III.The effects of emotion. A, Fatigue - severe and prolonged emotional experiences result in mental and physical fatigue, (refer to sustained action of the sympathetics) B. Shock - severe emotional disturbance may result in "freeze” or confusion of activity. C. Personality and emotion - personality traits will influence the type of emotional responses in particular situations (some men will be fearful, others bolder depending on prior experiences), D. Emotion and personality - emotional reactions affect the devel- opment of personality. IV. The control of the emotions. A, Social restrictions necessitate some degree of emotional control. 1. The mores determine acceptable emotional response. 2. As we grow up, we learn to control and restrain emotions. B, Methods of control of emotions. 1. Unsatisfactory methods a. repression - does not provide necessary outlets of expression b. "blowing your top” - provides an outlet, but is destructive in nature and may injure others c. escape into phantasy or temporary relief through drinking - provides temporary relief, but results in development of bad habit and does not permanently solve problem 2. Sound methods a. control of stimulus - avoid or eliminate situations which irritate or disturb you; v/hen this is not possible, , attempt to change your attitude toward that situation so it will no longer be source of irritation b. instinctive training - the Army method is to overtrain so that required activity becomes sufficiently auto- matic to assert itself even under conditions of extreme emotional seizure c. sublimation - channelize emotional response into con- structive pursuits.(sports, hobbies, catharsis, work, etc.) C, Normal and abnormal responses. 1, Explain that normal emotional response is dependent upon the nature of the total stimulus situation. Fear is normal in combat, fear of dogs not usually so. Grief and crying are normal in civilian life at sight of death, more phlegmatic emotional response becomes necessary in war. 2. Usually, over or under emotional responses of extreme nature are symptomatic of things bothering the individual. CONFLICTS Lecture /+ Objectives; I. To show that conflict arises when there is a barrier to the satis- faction of a desire or when there are two conflicting desires within an individual. II. To stress the importance of resolving our problems because unresolved problems create tensions. III. The most satisfactory solution to problems are the ones that equip the individual to meet similar situations in the future. IV. To stress that it is normal to have certain problems in certain situations. Method of Presentation: I. The universality of conflicts. Everyone has problems of one sort or another. Certain types of problems are common and normal to certain groups (e.g., soldiers1 problems differ from civilians, children from poor homes have problems different from children from wealthy homes, soldiers in combat have problems different from soldiers in the States.) It is important to realize the normalcy of certain problems because often the feeling that we are alone or wrong in being bothered by something causes undue worry. Cite experience in England where civilian casualties of raids were relieved when convinced that their fears were normal. II. How do conflicts arise? i A, Briefly review the data on the development of motives (Lecture 3). B, A conflict will arise when an external barrier blocks the satisfaction of a desire (e.g., want to be a doctor, can't go to medical school; want a certain girl, someone else has her; want to be a pilot, failed the cadet classification test). C, A conflict arises when there is a clash between two desires (e.g., during unemployment, man wants to eat but wants to be honest and not steal; soldier wants to fight the enemy but also wants to save his life; man may love a woman but thinks it is incorrect to do so because she is married, etc.) D. A conflict arises because of misconceptions. Our conception of a situation may hot actually be the situation. This is evident in such problems resulting in jealousy where there may be no real basis for the distrust and subsequent jealousy. E. Conflicts result in tensions, irritability, moodiness, blowing your top, etc. The relaxed individual is the happy individual. The tense individual is the one who usually has problems. III. The resolution of conflicts. A. We adjust to problem situations in terms of the techniques and behavior patterns we have learned. Refer to Lecture 1. 1. There will be some problem situations that will be so foreign to an individual’s experience that he may solve them in a very unsatisfactory way (e.g., running from combat, avoiding girls when a young adolescent, etc.) 2. Generally speaking, the conflict will be resolved because one of the two conflicting desires is stronger and wins out, or because the barrier to satisfaction is removed, or because satisfaction is found in a different manner (symbolically, skirting the barrier) a. explain how in animals we can compare strengths of drives b. drives are of different strength in different individuals, and what may win in one man will not in another (e.g., in most men, desire to save life wins and man refuses to fight) B, Adequate solution of a problem is measured in terms of the personal satisfaction of the individual concerned, provided it does not conflict with the group welfare. 1. That solution is satisfactory, thich in eo&e. satis- fies the basic ‘desire 2. That solution is satisfactory which relieves tension (provided it docs not hurt someone else,as in blowing your top) C, Adequate solution of a problem equips the individual to meet similar frustrating situations in the future. Elaborate by giving examples. D, Some solutions to conflicts will be only partial. You cannot always have what you want and must make some compromises with desires and standards, and accept this fact. E, Techniques for resolving conflicts 1, Changing the enviornmental situation where that is the source of difficulty; it can be changed, e,g, Moving to a new location, giving up certain friends, transferring to a now job, 2. Changing the attitudes of the individual where they are the cause of the difficulty. This requires a process of analy- sis by the individual, acceptance of the need for change, and a program of reeducation in habits and attitudes. MENTAL HYGIENE Lecture 5 Objective's: I* To explain some psychological principles that help develop sound mental attitudes, II, To indicate the importance of applied psychology in mental well- being. Method of Presentation: I, Important principles of psychology relating to mental well-being A, An individual’s personality and behavior are the result of many and complex factors - not always apparent. B, Our behcvior is learned* Vue act in ways in which we have learned to act through experience, C, Our behvior is an effort to satisfy certain motives and desires, and different people learn to satisfy them in different ways«, D, Behavior and personality patterns are normal or abnormal depending upon the situation one is in and developmental experiences one had, (These concepts are to be touched upon lightly. The material for them has been covered in the four preceding topics. This section provides a brief introduction to the actual lecture material.) II* Principles of sound mental health ITGood physical health 1, bick, physically under par individual more apt to be irritable, moody, and hence emotionally maladjusted, 2, Physical ailments may become a source of conflict be- cause of personal attitude toward then and worry over them • B. Objectivity and Insight 1, Necessary to look honestly at oneself to understand oneself, ‘ 2, Necessary to try to arrive at analysis of motives activating own behavior. 3, Behavior not always simply understood (e,gc blowing your top at your wife may be result of irritation dur- ing the day). C, Catharsis 1. Naive observation has shown all of us value of "talk- ing it out". 2. Psychologically valuable because of experimental ex- tinction. 3. Important to have a person or persons to whom you can go with confidence to discuss problems, (See references to Shaffer, Psych, of Adjustment, on "catharsis") D, Normal social participation 1, Necessary to satisfy feeling of belonging to group or to someone, 2, In a group, can forget own problems and joy in group achievement, E, Aviod moralistic judgments of behavior 1, Better to think in terms of why certain behavior occurs than in terms of is it "right" or "wrong", 2, Tv'hat is "wrong" loads to a sense cf guilt which creates tensions and anxieties, (illustrate with references to shame at apparent fear* shame ever sex, etc,) F, Living in the present 1, It is normal to do a certain amount of planning and day dreaming, 2, Living in the future good because it gives a purpose to things - but only does so when it is related to activity in the present. 3, It is normal to reminisce about the past, 4, Living in the past bad if it keeps one from living actively in the present (e.g. homesickness, writing excessive letters and avoiding social contacts in the Army), G, Planned activity TT Importance because purposeful activity has higher motivation. 2, Importance of ambitions and plan of life, 3, Cuts down on boredom, E, Recreation 1, A moans cf relaxation and release of pent up tensions. 2, A feeling of restfulness follows sports participation, I• Sense of Humor 1. lias a value as a means of tension reduction, 2, Illustrate with anecdotes as to how a joke in a tight situation by relaxing men enabled then to carry on with strenuous task. J• Awareness of assets and liabilities 1* Individual’s own evaluation of self is major factor ir mental health. 2, Must be aware of limitations - can’t succeed at every- thing - have to accept some defeats as unavoidable, 3. At the same time, must be aware of abilities - most of us do not perform up to a maximum of our capacities, K» Application of the scientific method to personal life 1, Objectivity about self 2, Analyze situations - collect data 3, Form a hypothesis for behavior 4, Evaluate different hypothesis 5, Select best solution ADJUSTMENT OF THE RETURNEE Lecture 6 Objectives: nT0 describe to the returnee some of the major socio-economic changes that have occured in the United States during his absence, II, To give the returnee an understanding of civilian America’s con- tribution to the war, and to develop a feeling that the entire nation has participated in the prosecution of the war, III, Tp indicate the proper ways of channeling some of the returnee’s inevitable bitterness with reference to people and conditions in the States, IV, T0 afford the returnee an opportunity to express some of his ngripes’*, (The actual lecture time should be brief, and considerable time should be devoted to group discussion. Let group develop facts in reply to specific "gripes'* as they arise,) Method of Presentation: I* The importance of realizing that America has changed A, The soldier discovers on his first leave that he and his home and community seem out of joint - based on evidence from reports cf peturnees indicating feeling of strange- ness while home, B, The soldier overseas develops an idealized picture of the United States with the inevitable outcome of a letdown when he returns, C, Returning to the States involves a process of readjustment just as entering the army or going overseas did, II, The changes that have taken place in American Life A,The civilian population has been affected 1, Tensions because cf war sons, husbands, relatives in service, 2, Rationing and increased cost cf living. 3, Some uncertainty as to the future. 4* Increased mobility among civilians* 5, Some relaxation in moral standards, B, The economic structure of the country has been affected 1, Intense government participation in industry through regulation, 2, High tax structure, 3, Increased income - cite actual figures showing that increases not as fabulous as may servicemen believe, 4, More money to spend, fewer things to buy, hence ra- tioning and black market, C, The industrial scone 1, New entrants into the labor market - women, negroes, disabled, 2, Industrial disputes-cite figures to show they haVo not really been excessive. Cite Sen. Marshall’s state- ment that equipment has never been lacking at front because of strikes. 3, Cite evidence of industrial cooperation-labor-manage- ment committees• 4, The manpower situation policies and activities of War Manpower Commission and of Selective Service, D, The family during wartime 1, Mothers at work, children unsupervised, some rise in delinquency, 2, Crowded housing conditions in boom towns, 3, Straining of family ties and strengthening of ties by common sacrifices, E, Race relations during wartime 1, Contribution of all races and religions to the war effort, 2, Increase in tension between some negroes and whites, a. Harmful effects to country if this is not resolved dome crat i cally, III. America1s contribution to the war A, The fabulous production record due to cooperation of all, B, The U.S.O., Red Cross and fraternal organizations aiding servicemen, C, Modern war is fought by all the people - manpower must be allocated between armed forces and industry and agri- culture. A doctor cannot be expected to be an infantry- man, a 4F has a different contribution to make than a soldier, etc. XV, Some aspects of life in the status that may seem wrong to servicemen A, civilians have not sacrificed as directly as soldiers, B, People here still have money and good times, C, Civilians are not living under restraints the soldier lives under, t D, Many individuals seem selfish and are making a profit out of war, E, Black markets and evidence of non-patriotism. V, The soldier analyzes the situation soldier is bitter because he has sacrificed and suf- fered more, 1. Bitterness should be directed against the men and nations who caused the war, rather than against scapegoats at home. B, Cautions the soldier should employ in evaluating things 1, Often problems are more in imagination than real - are people all getting rich, are wages fabulously high? 2, Can everyone sacrifice equally in this war? Do we want America bombed? Most people are giving a good deal to the war - sons in service, war bonds, taxes, etc. Soldiers usually feel their folks are behind war, why not then assume other people’s folks are tool 3, Don’t generalize about people from single observa- tion • Miami Beach not typical of all U.S., all civilians aren’t same, all members of minority groups aren’t same, generalizations are dangerous because usually based on inadequate observation and a few glaring bad points, C. Tvhat might the soldier do 1, Catharsis - relating things he has seen at first hand may bring awareness of war home to people here, 2, Activity in behalf of what he believes in will help relieve his sense of frustration, 3, Keep directing hatreds against the enemy, not against homofolk, VI, Discussion: INDIVIDUAL ABILITIES Lecture 7 Objectives: A, T0 explain differences in abilities, with particular reference to occupational skills and qualifications, B, To explain the basic techniques underlying psychological tests and the theory upon which prediction from test scores is made* C, Tq give a general explanation of the principles of job assign- ment in the Army. Method of Presentation: I* The distribution of abilities A, Explanation of the normal curve, B, General discussion of differences between individuals 1, Types of abilities that distribute according to nor- mal curve , 2. Characteristics that do not distribute according to the curve. 0. General discussion of differences of abilities within individuals. 1, Individuals are not equally good at all things 2, Wide range of abilities within an individual 3, Implication is that there are many things a person can do with adequate ability. II. Intelligence and its measurement A. Give a number of sample definitions of intelligence, stressing concepts of learning, utilizing past ex- periences, and solving new situations, B, Explain Thorndike’s classification of types of intelli- gence 1. Abstract or verbal - its application and manifestations, 2. Mechanical - its applications and manifestations. 3. Social - ability to deal with people and life situa- tions . 0. Methods of measuring intelligence 1, In terms of the level of difficulty of problems the individual can solve, 2, In terms of the speed with which an individual can solve problems of equal difficulty. 3, In terms of a combination of the above two factors. 4, The difficulty of determining exactly what we are measuring, 5, Most tests of intelligence are measuring so-called verbal or academic intelligence, D. Application of intelligence test performance 1, Explanation of the intelligence quotient, and limi- tations with reference to adults, 2, The concept of comparing an individual’s performance with members of his own group (percentile technique) 3, G.C0T, scores by groups, 4, Intelligence score is indicative of a theoretical upper limit of learning capacity; actually most of us can do a lot better than we have in terms of lear- ning, in that few of us have reached our maximum level. III. Aptitudes and their measurement A, Meaning of aptitude 1, The capacity to do well at a particular skill or occupation. 50 2, We attempt to predict an individual’s capacity to succeed at a particular occupation by trying to mea- sure his aptitudes. B. Types of aptitudes 1. Manual aptitudes - characteristics. 2. Mechanical aptitudes - manual plus intellectual fac- tors which distinguish engineer from mechanic, ma- chinist from manual worker. 3„ Clerical aptitudes, 4, Literary aptitudes, 5, Artistic aptitudes, 6, Musical aptitudes. 7, Scientific aptitudes. 8, Aptitude for sports, C. Are aptitudes inborn or acquired? 1, Evidences to indicate they are inborn, but, 2, Aptitudes must have a soil to flower in, 3, Most vocational skills, not of extremely high degree, can be acquired given reasonable physical and mental ability and opportunity for learning, D. Methods of measurement of aptitudes 1, We measure aptitudes by measuring present performance on a test and correlating it with future performance on a job, 2;1 Present achievement is a measure of aptitude, 3, Performance on a job sample is a measure of aptitude, 4, Performance on a related job is indicative of poten- tial skill (job family concept), 5, We can construct aptitude tests by seeing how good and poor workers in a particular occupation perform on the test, IV, The nature of interests A. Interests are important from the point of view of motiva- tion. B. Interests may change - cite some date on permanency and changes of interest with age and experience, G, We attempt to measure interests by comparing an indi- vidual’s likes and dislikes with those of successful workers in particular fields (technique of construction of Stronginventory). D, Interest may develop as the result of army experiences, V, Basic concept of classification and assignment A, Glassification evaluates a man’s skills and potential- ities , B, His abilities are then matched up against available jobs, C, The condition of the labor market (quotas in the case of the army) may decide particular matching of men and jobs. Assignment to a sceondary skill is often necessary, and not poor, because man has more than one occupational skill that the Amy can use* VI. Tfhat can psychological tests tell us? Ae They can indicate limitations in capacities, B, They can indicate probabilities of success or failure- tests are so constructed statistically that they indicate a probable factor, e.g, most people scoring high on this test do well in this occupation, therefore a surmise may be made for the particular individual. MILITARY PSYCHOLOGY-MORALE Lecture 8 Objectives t 1, To develop the concept that morale depends upon personal adjust- ment and‘satisfaction, a feeling of belongingness, and sound indontifi- caticn with the group purpose, i.e, successful prosecution of the war, 2, explain the factors involved in the morale of our enemy and to describe the problems we face in trying to break that morale. Method of Presentation: I, The nature of morale A, Morale in its broad sense, is the sound adjustment of the individual within the overall framework of the group. It embraces all the concepts of sound mental hygieno. In its specific applications (industry, war, sports, etc.) it presents problems peculiar to the immediate activity. 1, Morale is fundamentally a problem of individual adjust- ment. 2, Individual and group morale interact and affect each other, 3, Low morale is a symptom of dissatisfied individuals and groups, B, Problem of army morale in a democracy 1, Frustrations aroused in the ”civilian in uniform” by restrictions on personal freedom. Danger is that hostility will be directed against army rather • than against Hitler and Hirchito, who are respon- sible for men being in the army* 2, Democratic orientation toward peace makes for dif- ficulty in soldier’s acceptance of ”kill or be killed” philosophy, 0, -Enemy morale 1, High, because of life long training and discipline - for war• 2, Easier to maintain because of rigid control exercised by the totalitarian state (secret police, control- led press, etc.)* 3, Inculcated ideals of Nazi and Japanese states are firmly believed by people because of rigid condition- ing and propaganda, II, Factors involved in morale A, Physical condition of the individual, B, Initial incentive - mass suggestion., war hysteria, com- bativeness, public opinion, self respect, patriotism, political conviction, C, Social incentive - desire for approval, fear of dis- approval, sense of responsibility, D, Belief in why we fight - most important is the individual’s personal satisfaction that his cause is just and right, E, Belief in democratic ideals - submission of will to ma- jority. F, Group contagion - "greater than fear of injury or death is the fear of shame" (Napolean). G, Emotions and sentiments in morale - hate directed against the enemy, loyalty to country, comradeship with group, etc, III, Uses and effects of morale A, Our Army’s attempts to build high morale 1, Orientation programs, discussions, training films, etc., designed to give an understanding of background and necessity for fighting, 2, Inculcation of respect for, knowledge of, and con- fidence in the things for which we fight, 3, In pre-combat training, develops in men a sense of security and confidence in themselves and in their unit, 4, Officers and instructors schooled in giving the soldier a fooling of individual usefulness and be- longiness within the group, 5, Democratic traditions stressed, B, How the enemy attempts to weaken our morale 1, Plavs upon frustrations inherent in the democratic "civilian turned soldier" set-up, 2, Attempts to turn this frustration into self-des- tructive anger within ourselves. 3, Uses propaganda to divide us, to set us to arguing among ourselves. 0, How we attempt to weaken enemy morale 1, Discourage his belief in possibility of victory by constantly reminding him of cur strength, and his defeats. 2, Shake his faith in the infallibility of his leaders. 3, Get him to fix the blame for his plight upon his leaders, 4. *nvite him to e-scape'the harships of fighting a lost cause by surrendering or turning against his leaders, D, How the enemy -keeps up its own morale 1, Harping on the ’’superman” myth - ’Vo can’t lose”, Hitlor’s intuition, etc. 2, Fear - of the Gestapo and of the conditions of uncon- ditional surrender. Explain why unconditional sur- render necessary, but that it is distorted by the Nazis to mean they will become slaves, 3, The sancity of the ’’homeland” theme - the ’’sacred” Rhine, no cno has ever crossed it, 4, Nazi word marie - Nazi and Jap fanaticism. MILITARY PSYCHOLOGY - PROPAGANDA Lecture 9 Objectives: 1, To demonstrate the importance of propaganda, particularly as a weapon in warfare. 2, To explain the psychological technique employed in propaganda, 3, To discuss and evaluate the typos of propaganda that adversely affect morale, hamper the war effort'* and hinder the organization for effective peace, 4, To provide some guidance for analyzing and evaluating any type of propaganda. Method of Presentation: I, Propaganda, as a weapon of war A, Coexistent with the military, economic, and political fronts in modern warfare, there ixists a psychological front, which utilizes propaganda as its major weapon. B, Illustrate the importance of propaganda in modern war with reference to the German Ministry of Propaganda, British Ministry of Propaganda, the Office of Aar Infor- mation, Bureau of Psychological Warfare, etc. C, The Nazis wore the loaders in the use of psychological warfare in their early conquests, and in their continu- ing efforts to divide the allies, We, too, have begun to affectively employ propaganda. II. Sources of propaganda A, Press - differentiate between the controlled press of totalitarian, and the free-press of the democracies. Use of leaflets in psychological warfare, B, .Radio - offers broadest range of contact today. Discuss its use in this -war (Tokyo Rose, Sally from Berlin, Lord Haw-Haw, "Listen Hans"). C, Pulpit - may be source because the receptive attitude produced by religious mental set of audience makes them receptive tc non-religious concepts introduced parenthe- tically. D, Theatre - lowered suggestibility threshold is occasioned by the expectation of entertainment, E, Literature - differentiate between literature designed as entertainment end that deliberately aimed at one as propaganda. First may be more subtle and insidious, F, Platform - importance of the face-to-face approach and direct contact. On the other hand, we usually know what a speaker at a political gathering is there for, and are loss suggestible. G, Grapevine - most effective source for the dissemination of more subtle forms, i,e,, rumors, suggestions, hints, and insinuations. Most difficult to counteract. III. Psycholog1cal techniques employed in propaganda A, Scapegoat technique - utilizes displacement or transfer of emotion (illustrate with Nazi*Jew baiting). B, Bandwagon - takes advantage of feelings of insecurity and desire to ’’belong*1 (illustrate with elections, Japan's Greater East Asia Co-Prosperity Sphere). C, Divide and conquer - plays upon fears and hatreds to lower motivation and create confusion of aims and ideals (ill- ustrate with Fifth Column), D, Guttering generalities - utilizes psychological concept of identification, through unspecified but enticing promises, E, Technique of "big lie" - when you tell a lie, tell a big one. F, Loaded words - takes advantage of tendency to stereotype, G, Name calling - association with other stereotypes. IV. Methods of disseminating; propaganda A, Partial truths - build a receptive audience by giving some truths, then slip in a lie. B, Suggestion - attempts to stimulate acceptance without logical analysis, through use of hints,insinuations, in- direct statement, rumor, etc. C. Slogans - make ideas stick through use of short, appeal- ing words or phrases. D. Symbols - concrete representation of the ideas for which acceptance is being sought. E. Prestige - tendency of people to identify themselves with famous and important persons is utilized. halo effect, F, Mass hypnotism - combination of most effective of above techniques may result in mass subjection of will. Use of mass functions, parades, etc. V, Use of propaganda as a weapon in warfare A. xis a tool in promoting a national war effort 1, Establish recognition of a common purpose. 2, Build cohesive strength, 3, Maintain healthy morale, 4, Lasting peace. B. As a tool in demoralizing 1, Disunity rumors (international) - propaganda designed to create disunity between allies, 2, Disunity rumors (national) - propaganda designed to revive and fan flames of old hatreds and prejudices: anti-Semitism, anti-Catholicism, anti-Negro, anti- capitol, anti-labor, etc. 3, Defeatist rumors - propaganda calculated to destroy faith in military leadership, national leadership, military equipment, etc, 4, Narcotic rumors - designed to foster smug complacency, C. As a weapon in combat 1, Field propaganda units (enemy uses and ours), 2, Leaflets and newspapers for enemy consumption. 3, Short wave radio, VI, Analysis of propaganda Propaganda is anything which attempts to influence people to accept or change ideas. Propaganda and counter propaganda have created confusion and insecurity in the minds of individuals. There are safe- guards ago.inst this, and clues and techniques to employ in analyzing propaganda. Some of these are: A, Who is making the statement and why? B, Are the statements true? Can they be verified objectively? C, Is the propaganda relevant to the situation? D, Is the propaganda selfish or unselfish in motives? E, What will bo the effects of the action we are asked to take? F, Is the propaganda intended to lead to rational thinking or to emotional action? * * * In working out these topic outlines the staff of the Section co- operated with the psychiatrists sc that the material presented to the patient might be acceptable to all those persons charged with his welfare. This involved omitting reference to marital problems and emphasizing the development of operational fatigue and problems of readjustment to the U.S.A. During the period when this new series was in effect, it became necessary to change the scheduling procedure. In presenting the series in semi-weekly lectures, the average length of stay for patients in the hospital was assumed to bo at least five weeks, and in fact, this was the case when the new series was inaugurated. But as the patient load in- creased and local policies changed the average stay dropped to about three weeks* In order, then , to insure the patient’s receiving the full series, it was found necessary to schedule continuous orientation on a daily basis for two weeks. There were other advantages in this proposed revision in scheduling: 1* It standardized the classes, with all men entering at the same point in the course and completing the course as a class unit, which had not been done before, 2, It provided for better transition from lecture to lecture by having them come in rapid sequence, daily for two weeks, 3* It made for more efficient utilization of space in the lecture room. Under this new plan it was possible to conduct both initial and continuous orientation in the same room. This now policy was adopted on 24 January 1945. The ten lecture-discussions were begun for each patient either short- ly after admission or, in cases the personal physician feels are not ready for the course immediately upon arrival, when the personal physician de- cides the man might enter the course. The ten lectures were then given consecutively one hour a day for ten days, i'here were four classes running concurrently at 1000, 1100, 1300, and 1500 hours, classes were so arranged that a new class be- gan every second or third activities day (this excluded Saturday and Sunday). Men were, in all but special cases presenting scheduling dif- ficulties, admitted to a class only at the start of that class. The classes were so arranged that the program placement interviewer had a choice of recommending assignment of a new patient to one of three classes at any given time. These classes began in most instances, from one to four days aftor the man’s initial interview. This type of schedul- ing was worked out after coordination with the Plans and Schedules Office, the Physical Heconditioning Branch, and the Education Branch, and in the end resulted in a smoothly functioning plan of operation. The last and final revision of the orientation outline came on 25 March 1945, xhis last change was not so much a revision as a condensa- tion, The patient load in the hospital again decreased, the type of patient changed to include more men classified as suffering from mild operational fatigue, and the average length of stay dropped. To condense the orientation series into five sessions was therefore to insure the patient getting a complete series and to avoid vexations scheduling problems. Accordingly, on 26 March, a new outline was prepared to en- able the staff to present as much of the former material as possible in the new five-session series, briefly outlined below. I* Understanding Human Nature How our personalities develop. An explanation of behavior in terms of efforts by the inoividual to satisfy desires and motives. Emphasis on the concept of behavior patterns and personality developing as the result of the reactions of the individual to envxornmental stimulations. Acquisition through learning of habits and attitudes. Changing of habit patterns by re-education. II, Understanding Our Emotions The development of emotional responses and the role of the emotion in preparing the body for activity. The control and utility of the emotions in the army and under combat conditions. The physiology of emotions. Operational fatigue and the psychology of emotions, III• Adjusting to Difficulties How personal problems arise, with special reference to army life and how the individual may resolve these problems. The thwarting of im- portant drives and the effects of this thwarting. Conflicts between different drives and the effects of these, analysis and discussion of major army and combat conflict situations. Proper use of various mechan- isms of adjustment, IV• The Servicemen, the War, and the Nation discussion hour aiming to re-establish basic identity between ser- viceman and the nation. Discusses some of the forces tending to alienate serviceman and civilian. Demonstrates techniques of propaganda that may be used to foster disunity and undesirable attitudes with reference to the essential interests of the nation. Indicates previsions that are being made for the returned or discharged soldier such as the GI Bill of Rights, Brings out the facts relating to the total war effort by all the people of the county, May discuss problems of post war import to direct the soldier to think positively in terms of a future to come out of the war, a democratic and purposeful future for him and the country, V, The Adjustment of the Returnee Lecture and discussion of some of the psychological changes that may have occured as the result of overseas and combat experiences. An- alysis of psychological factors involved in making adequate readjustment to the States, families, civilians, soldiers continentally stationed, etc. Discuss some established principles of sound mental hygiene. Points out the normalcy of acquiring certain combat reactions which may persist for a time after return to the States, Brief explanation of some of the principles of learning as related to the returnee with regard to utilization of old skills, relearning, and transfer of skills to new fields of endeavor. The method of presentation as outlined is followed at all times, but is combined with an informality designed to erase the suggestion of a classroom situation and develop the easiest and freest kind of rapport. To that end, on 1 June 1944, the student armchairs wore removed from the classroom and they were replaced with confortable chairs and sofas calculated to foster an atmosphere of informal discussion. 59 STATISTICAL SUMMARY ORIENTATION FUNCTIONS, UNITS T,N,B TABLE IX ORIENTATION I AND II, COMBINED Date No. of Patients No, of Sessions No, Session Hours 0 EM T T T 28 Oct, to 41 265 306 41 41 2 Dec, 3 t)ec. to 9 30 39 5 5 9 Dec, 10 Deo". to 18 16 34 5 5 1G Dec, 17 Dec. to 5 22 27 5 5 23 Dec, 24 Dec, to 3 43 46 4 4 30 Dec, 31 560." to 7 34 41 4 4 6 Jan 7 Jan, to 17 88 105 5 5 13 Jan. 14 Jan, to 14 53 67 5 5 20 Jan, 21 Jan. to 17 54 71 5 5 27 Jan. 20 Jan to 19 91 110 5 5 3 Feb, 4 x*‘eb. to 24 117 141 10 8 10 Feb. 11 i*Vb. to 20 130 150 5 5 17 Feb. 18 to 26 104 130 10 10 24 Fob, 25 Feb. to 11 87 98 7 7 3 Mar, 4 Mar, to 21 135 156 14 12 xO Mar• TABLE IZ CQNTD,. Date No. of Patients No, of Sessions No*, of Session Hours 0 EM T T m X 11 Mar, to 94 73 167 15 12 17 Mar, 18 liar. to 56 74 110 28 26 24 Mar, £5 Mar• to 8 31 39 10 19 31 Mar, 1 Apr, to 8 65 73 15 X9i 7 Apr * 8 -pr. to 16 41 57 20 20 14 Apr, 15 Apr, to 16 33 49 11 11 21 Apr, 22 -apr. to 24 55 79 14 25 28 Ar>r. 29 Apr, to 35 78 113 16 25 5 May 6 May to 25 107 132 15 zzi 12 May 15 May to 23' 101 124 14 22 19 May 20 May to 19 76 95 13 19 26 Hay 27 Hay to 14 70 84 14 23 2 Juno 3 Juno to 11 89 100 15 22-| 9 June 10 8une to 6 85 91 14 23 1C June 17 June to 12 54 66 12 21 23 June 24 June to 12 38 50 12 15 30 June ORIENTATION FUNCTIONS, TOTALS TABLE X ORIENTATION I & II COMBINED 0 EM T No* of Patients 6X1 2339 2950 No* of Sessions 368 No,, of Session Hours 4 5lJ STATISTICAL SUMMARY ORIENTATION FUNCTIONS, UNIT T TABLE XI ORIENTATION III Data No. of Pa tients No. of Sessions No, of Session Hons 2B Oct. to 2 Dec. 0 33 EM 109 T 142 T 16 T 16 3 Dec. / to 25 153 178 16 16 9 Dec, 10 Dec, to 25 130 155 16 16 16 Dec. 17 Dec. to 29 S3 112 16 16 23 Dec. 24 Dec, to 16 90 106 12 12 30 Dec. 31 Dec. to 12 100 112 12 12 6 Jan. 7 Jan. to 20 143 168 16 16 13 Jan, 14 Jan. “to 30 168 198 16 16 20 Jan. 21 Jan. to 23 108 131 16 16 27 Jan. 23 Jan. to IB 77 95 18 IB 3 Feb, 4 Feb. to 40 6B 108 17 17 10 Feb. 11 Feb. to 3B 89 127 12 12 17 Feb. 18 Feb. to 29 96 125 21 21 .• 24 Fob. \ 25 Fob. to 16 76 92 10 10 3 Mar. TABLE XI cont. Date No. of Patients No. of Sessions No. Session Hours 0 EM T T T 4 Mar, to 10 Mar. 19 42 61 20 20 11 Mar, to 17 Mar. 72 32 104 20 20 18 1.13.1’« to 2-4 Mar. 36 29 65 12 12 25 Mar. to 9 62 71 9 9 31 Mar. 1 Apr. to 21 24 45 11 11 7 Apr. 8 Apr. to 14- Apr. 4- 50 . 54 15 15 15 Apr. to 6 24 30 7 7 21 Apr. 22 Apr. to 22 49 71 14 14 2B Apr. 29 Apr. to 24 32 56 10 10 5 May 6 May to 27 46 73 12 12 12 May 13 May to 25 5B S3 12 12 19 May 20 May to 26 May 18 63 81 13 13 27 May to 16 50 66 12 12 2 June 3 June to 5 29 34 10 10 9 June 10 «j une to 2 46 4B 10 10 16 June TABLE XI. cont Date No. of Pa tionts No. of Sessions No. Session Hours 0 EM T T T 17 June to 6 49 55 10 10 2.3 June 21 June to 6 27 33 10 10 30 June 3RIENTATI0N FUNCTIONS, TOTALS ItEdLMl ORIENTATION III 0 m T No. of Patients 672 2207 2879 No* of Sessions 421 No. of Session Hours 421 EVALUATION AND PROGRAM PLACEMENT SECTION FUNCTIONS, UNIT T I. Purpose: The present methods of the Evaluation and Program Placement Section are designed to accomplish tho' following objectives: A, To secure in an initial interview personal, occupational, and educational data on each patient sc as to permit efficient and correct placement of the patient in the convalescent activities program, and to provide normative data on the abilities and interests of the patients so that the educational program and administrative procedures can bo designed to moot such abilities and interests, 3, To evaluate in a terminal interview the patient’s physical and emotional progress during his hospitalization and to determine and in- terpret his present limitations and attitudes as regards further duty, combat, and the like so that recommendations for assignment and dis- position can be made to tho Classification and Military Assignment Branch- es of the Redistribution Station. C, T0 interview patients regarding breaches of discipline and failure to attend classes so as to correct mal-assignments and £elp solve personal problems, and to provide tho Administrative Branch with infor- mation regarding the causes and corrections of such behavior, D, To provide the patients with adequate counseling on educational and vocational problems, E, To obtain adequate social case histories from all operational fatigue patients, and all other types of patients for whom personal mal- adjustment is a major factor in their convalescence, so as to provide tho psychiatrist with a basis for treatment and disposition, F, To secure identifying and personal data on each patient for the Research Section in the development and evaluation of tests. II. Organization: The Evaluation and Program Placement Section at Unit T consists of one officer in charge and four enlisted men. Tvhen the flow of patients demands it, additional men from other sections are temporarily assigned to this duty. Tho personnel were selected largely on the basis of their experience and training in the fields of clinical and personnel psychol- cgy. The mechanics of the Section are organized in the following manner and are outlined in the accompanying Flow Chart: 60 RESTRICTED DISCHARGE TO DUTY 1. Terminal Evalua- tion Tests a* adjustment b* Attitudes c, Activity Preferences d, Mental Dysfunction 2, Terminal Interviews a. Evaluation of Adjustment b* Evaluation of Program Co Readiness for Duty & MOS d. Report to Redistributior All patients return- ing to duty. By appointment. Series of 5 Lectures and Discussions 1, Psychology of Adjustment 20 Re-orientation to the U • n cux 0 3C Re-orientation to the Army All patients except selected severe fatigues• CONVALESCED ORIENTATION RESTRICTED FLCW CHART UNIT T 1* Supplementary Interview a, Program Ohanges b, Educational & Voca- tional Counseling c, Personal Counseling d, Delinquent Patients 2, Supplementary Tests a. Educational Sc Voca- tional Diagnosis b. Mental Diagnosis c. Personality Diagnosis Selected patients on own request or referral, by appointment 30 June 1945 i—i i—i M X H CQ eh FOLLOW-UP - 0900 Initial Oriei tation to 1, Greetings: Chief, 1115 Convalescent Services Division 20 Film: **0vit~0f-Bed Into Action*1 3. Talks MCcnvalescent Hospital1,illustrated 4, Tour of Hospital 1300 Initial Evaluation to 1* Tests 1530 a* Attitides Scale b, Conv, Personal Inveni ory cc Activity P'-efeience List d, Mental Dysfunction (selected patients only) 2, Interview s a* Evaluftion of Aptitudes & Interests b, Evaluation of Atti- tudes & Adjustment c, Program Placement 3, To Plans Sc Schedules Section by 1530 INTAKE PROCESSING- A, Receiving Interview: Each new patient sees the receiving in- terviewer after admission to the Unit and medical processing, and is scheduled for the various processing activities in the Branch* The receiving interviewer assigns the patients to the various interviewers, initiates the various interviewing forms, and coordinates the flow of men to Initial Orientation, to the Testing Section, and to interviews. He is charged with checking each patient’s class assignment for accuracy and the availability of classes, filing of all forms, maintenance of the locator files, and the scheduling of all men for re-interviews• B, Initial Interview; The initial interview consists of two phases, the completion of the Interview Face Sheet and the planning of an activ- ities program. This is done for all types of patients, (1) The Interview Face Sheet (Form PSY-IRF 6) appended at the end of this section, contains information on the occupa- tional and educational experience of the patient relevant to program placement. Its main function, however, is to provide basic data as to the range of experience and service and the plans and interests of the patient so that the various branches of the Convalescent Services Division can plan their programs accordingly, Summaries of the infor- mation are prepared periodically and distributed to in- terested branches. It is planned that the contents of this form will vary as new problems and questions of policy arise, (2) Each patient, unless excused by his physician, is scheduled for three hours or more of activities in addition tc physi- cal training. This is done by the interviewer who gives primary consideration to the interests of the patient but who also takes into consideration the abilities, educa- tional, vocational, and avocational experiences, and physi- cal and mental handicaps as determined in the interview, ■C, Case Histories: For each operational fatigue case, a social case history is prepared and forwarded to the psychiatrist. In taking this history, the interviewers arc guided by a Guide for Case History Taking which contains in outline form the relevant aspects of the patient’s army, educational, occupational, and developmental history, and his emo- tional reactions to be considered in making a judgment as to the degree of present maladjustment and of predisposition to maladjustment. At the request of the psychiatrist, it is planned that this outline will be de- veloped into a standardized biographical data sheet to be used for-re- search on the personality make-up of operational fatigue cases as con- trasted to non-operational fatigue returnees, and as a basis for the development of an emotional maturity scale, A similar case history is taken on other types of patients who show symptoms related to problems of adjustment. 61 Supplementary Interviews? Periodically, lists of patients show- ing delinquency in class attendance and like breaches of discipline are submitted to the Evaluation Section, These patients are interviewed to determine the reason for such delinquencies, to orient' the patient to the purposes and benefits of the program, and to take any corrective steps necessary to secure adequate participation. Copies of this interview and the corrective measures taken are submitted to the Chief of the Con- valescent Services Division for informational purposes. E, Counseling: Personal, educational, and vocational counseling are entirely voluntary services. The patients are informed of the guidance facilities during Initial Orientation and the initial interview, and are free to seek such help at any time. The patient is usually assigned to the officer in charge of the Evaluation Section for counseling but may bo assigned to any member of the staff qualified to help him. Many of the problems presented hinge about questions of adjustment and person- ality rather than aptitudes and job opportunities. Extensive use, how- ever, is made of the Army Vocational Information Kit and of vocational and educational tests. Summaries of the interviews, test results, and recom- mendations are prepared on the Supplementary Interview Sheet and whore relevant, the data are submitted to the personal physician with whom conferences are held in cases of personal counseling. Numbers counseled and amount of time devoted to such counseling, are shown in summary of Testing Functions, F, Terminal Interviews: Upon discharge from the hospital, each patient is interviewed to determine (l) his reaction to the hospital, the activity program, and his treatment, and (2) his attitude toward and fitness for return to duty. 1, For each patient a Terminal Interview Record is filled out analyzing his present physical and mental condition, his reaction to criticism of and participation in the various aspects of the Convalescent Program. In obtaining those data the interviewer is guided by a set of standardized questions so that reliable ratings can bo made of the various aspects of the Hospital. Relevant comments, sug- gestions and criticisms are recorded. These data are periodically analyzed and submitted to the Chief of the Convalescent Services Division and the various branches for their information and guidance. 2* The patient is interrogated as to his present attitudes, handicaps, and general fitness as related to further duty, combat and assignment. In cases where return to full duty in his previous Military Occupational Specialty seems in- appropriate, his records are analyzed to determine possible alternative assignments and training in keeping with his abilities, interests, and present condition. These data and recommendations are entered on the Hospital Summary Sheet which is then submitted to the Classification and Military Assignment Branches of the Redistribution Sta- tion, Sample case records follow, illustrating evalu- ation, program placement, and vocational counseling functions. Fames of patients and places, dates and other data have been changed to prevent identification of patient. Sample forms are appended, following the case records• 63 Case No.: INT TIME Initial TESTS Terminal DATE MXjpjiM mmm m mxaosm, mat INIEBTIEV fiCE SHEET AGE NAME RANK WARD SURGEON DIAGNOSIS !• Source: P( ) N( ) B( ) Other: _____ 3. Time in Miami: days 3. Previous Hospitalization; Y( ) N( ) 4. Enlisted ( ) Indue ted ( ) Bos 3rve( ) 3. Total Army service: months 6. Total overseas service: months 7. Date returned from overseas: 8. Theater: ET0( ) SVVP( ) Other: 9. Branch of service; \F( ) GF( ) SF( ) X). Last duty: Time at duty: months 11 Flying status: F( ) NF( ) 12 Time at service schools: weeks 13 Other duty assignments; ■ , time: months time: ramtas ... T 14 Educational level; years Course: 15*'Reason for leaving school: Orad. ( ) Econ. ( ) Lack of Int. ( ) Other: 16. Pc turn to school: Y( ) N( ) ?( ) High School( ) College( ) Other: Subject: 17. Depend on fil bill: Y( ) N( ) ?( ) Part( ) IS. MCO: Time at: yea Avail.: Y( ) N( ) ?( ) Wants: Y( ) N( ) ?( 19 Occupational plans: C.ld( ) Now( ) ' ?( ) 20. in array; Y ( ) N ( ) ? ( ) 21. Homo state: 22. Kane community; Eann( ) Village ( ) Town ( ) Cifcy( ) 23. Return to sorae( ) oti*er( ) ?( 34. Marital: S( ) M( ) W( ) D( ) Sep( )Time; Children: Y ( ) N ( ) Other Dep.; Y ( ) M ( ) 25. Rocoraiendat ions: First Schedule Secoud Schedule 0900. iooo. noo. 1300. 1400. 1500. PSY-IBF 6 26. Description of illness or injury? Limitations: 27. Evaluation of attitudes: (To be filled nut for patients OTHER< than AW 28. Baiiarks: PSY-IRF 6 (Reverse) Case pkcgkam placement m psychological mmcv SUPPLEMENTARY INTERVIEW RECORD DATE NAME:. __R an k: _Waf d: _Su rg eo n: . Interviewed By F or;__ N OTES ‘—Fill In only on form to be gent to Ward Surgeon,- PSV-IRF-2C PROGRAM PLACEMENT AND PSYCHOLOGICAL BRANCH TERMINAL INTERVIEW RECORD CASS NO. DATE N ante: Rank: ..Interviewer: A. 1- Change of condition*. Cl NX W Weight: Gn Lst Sm Amt,; Sleep; Ira Sm W Appetite; Ira Sm W Fatigue: Im Sm W Headaches: Yes No Emotion: Ira Sm W (Orth); Im Sm W 2- Further flosp,; Yes No 5- Medical Treatment; Yes No 4- Time of Discharge: Early Ext Amt:_ 5- Assignment; Def Inclef Disch 6- Duty: Full Limited B. Shops & Classes: Yes No 1- Worth; Yes ? No 2- Evaluation: Instructors: Sat Dis Mat. 30 Jan. I. Personal Counseling Off. m Tot. A. Number Counseled 53 405 458 B. Counseling Hours 20 52 72 0. Tests Administered 0 0 0 II. Vocational and Educational Counseling A. Number Counseled 77 714 791 B. Counseling Hours 5143 5312| C. Tests Administered 1. DE 504A Preference Record, Kuder 12 211 223 2. DO 104A 0?Rourk© Vocabulary 4 18 22 DG 205A Arithmetic Test 2 15 17 4. DG 305A Figure Copying Test 2 8 10 5. DG 306A Plotting Test 0 4 4 6. DG Spatial Test 3 15 18 7. DG 308B Revised Minnesota Paper Form Bd, . 3 50 53 8. DG 4G1A Number Writing Test 1 10 11 9. DG 603A Eye-Hand Coordination 1 4 5 10. DG 604A Maze Test 2 0 2 11. DG 605A Number Comparison 2 9 11 12. DG 606A Name Comparison Test 1 4 5 13- DG 607A Substitution Test 2 11 13 14. DG 70IA Peg Board Test 0 1 3. 13. DG 702A Finger Dexterity Test 0 2 2 16. DG 703A Tweezer Dexterity Test X 8 9 17. DG 704A Motor Speed Test 2 1 3 18. DG 705A Aiming Test 1 4 5 19. Minnesota Test for Clerical Workers 1 7 8 20. Progressive Achievement Test 3 14 17 21. WM-AGO Battery General Aptitude 0 38 38 22. Bernreuter Personality Inventory 0 3 3 23. Otis Mental Ability Tost 0 3 3 24. Practical Judgement 0 11 11 25. Mechanical Comprehension Tost, Form BB 0 3 3 26. Purdue Fegboard 1 32 33 27. Minnesota Rate Of Manipulation 1 16 17 28. Industrial Training Classification Test 0 20 20 29. California Mental Maturity Test 0 27 27 30. Test of Clerical Ability 1 7 8 31. American Home Scale 0 29 29 32. Minnesota Vocabulary Test 0 1 1 33. USES Mechanics Battery 0 1 1 34. Strong Vocational Interest Blank 1 0 1 35. Cornell Selectee 1 0 1 36. Social Inventory 1 0 1 37. Macquarrie Test of Mechanical Ability 1 0 1 38. Bell Inventory 1 0 l 39. AGO Mechanical Aptitude 2 44 46 40. Otis Gamma 0 1 1 41. Dept, Store Sales Person 1 2 3 TESTING.-NOT ELSEWHERE REPORTED TABLE XVIII I. Civilians--dependents of soldiers Code Name No, 4. DE 501C Rorschach Technique, Free Response 1 B. DE 5024 Thematic 4pperception Test 1 G. DG 5024 Wechsler Bellevue Tost 1 D. Stanford Binet Test (1936) 2 II. General Educational Development Test Off. M Tot. 4, College Level 10 4 14 B. High School Level 2 16 18 III. Officers Candidate Test 14 14 IV. Research Testing 4, DE 207X1 Convalescent Personal Inventory 95 150 245 B. D3 4074 Patient attitude Scale 77 121 198 C. DE 6024 Efficiency of Mental application 21 122 145 D. Convalescent attitude .Scale 51 HO 141 VOCATIONAL GUIDANCE FUNCTIONS IN THE SEPARATION SERVICE Original Program at the Biltmore Hospital A CDD Section was organized in the AAF Regional Station Hospital irl at Coral Gables, Florida in March 1944 under the direction of Capt• Marvin W, Webb with the assistance of two personnel consultant assist- ants, in order to handle the men being discharged for medical reasons. In view of the fact that the separation technique was a relatively new one, the program developed was of primarily local origin. Shortly after the organization of the CDD Section, it was re-named the Separation Service which handled both enlisted personnel and commissioned officers. The program was divided into several phases; I - Lectures "Human Engineering" - The scientific approach to proper selection of an organization’s personnel, the rights and privileges of a veteran, and problems that veterans face, II - Psychometrics A short battery of tests given to every man going through the service to determine his interests and aptitudes, III - Tours Through Local Industries IV - Personal Discussions with Representatives of the Veterans’ Administration and the United States Employment Service As no plan had been developed to process CDDfs within any given time after appearance before the CDD Board, this program was an ex- tensive one which, in many individual cases, took place over a period of several weeks. When the new program was established at the AAF Convalescent Hospital, Miami Beach, Florida, a large percentage of the patients who passed the CDD Board at the Biltmore Hospital were transferred to the new Separation Service on the Beach, with the result that the only personnel processed at the Biltmore were commissioned officers, bed- ridden patients, and psychiatric patients who had to be confined. The Original Separation Program at Unit T In October 1944, a Separation Service was established in the AAF Convalescent Hospital, Miami Beach, Florida, under the general dir- ection of the Chief of the Convalescent Services Division, A locally available officer, Lt, Meredith W, Darlington (2235), was assigned to 84 administer the program. With the activation of the Program Placement and Psychological Branch with Major Edward I, Strongin as Chief, the Separation Service became the Vocational Counseling Section of that Branch, The personnel of the Separation Service included one officer, one enlisted man transferred from the Separation Service at the Regional Hospital, and two enlisted psychologists assigned to the Psychological Branch from the AAF Training Command, These men carried on a five-day program for personnel who had passed the CDD Board. Officer separations were handled entirely on an individual basis except as attendance at group activities was desired by the separates. The program consisted of the following: I - Nocture s "G,I,Bill of Rights and Public Lav/ $16n (A. discussion of legal benefits for veterans in general, and dis- abled veterans), "You Are What You Are - Discover It" (A discussion of aptitudes), "Because You Are a Veteran" (The rights and privileges of a veteran), "Your Place in the Sun" (Job opportunities), "Choosing a Job" (An approach to that problem). "United States Employment Service and the Veteran" II - Psychometrics Other personnel of the Program Placement and Psychological Branch were called in to assist in administering interest and aptitude tests to those dischargees who did not hove any definite vocational plans for the future. Ill - Counseling Personal interviews were available for those patients who pre- sented psychiatric problems. Referrals to civilian mental hy- giene clinics and family welfare agencies were given to the men informally. They were made aware of what these organizations might accomplish in bringing them back to complete health and we11-adjusted daily existence, IV - Reading Materials Dischargees were encouraged to use the Vocational Kit which included information about all types of jobs. In connection with these readings, the counselors discussed the various jobs in v/hich the dischargees showed interest, V - Registration with the United States Employment Service A representative was available at Unit T at appropriate times. VT - Personal Conferences to Handle Insurance Problems Conducted by Personal Affairs Officer. VII - Interviews to File Pension Claims Conducted by American Red Cross. In addition to the personnel of the Vocational Counseling Section of the Psychological Branch, the assistance of the Personal Affairs Officer, a Red Cross Social Worker, a U8S,E.S, Representative, and a Veterans’ Administration Representative was utilized. On 6 January 1945, Captain Donald E. Super replaced Major Strongin as Chief, Program Placement and Psychological Branch, and, partly because of his background in vocational guidance, assumed a more active part in the Separation Ser- vice on 4 March 1945. Captain Super was appointed Separations Officer as additional duty, with Lt. Darlington as Assistant, additional duty. Table XXVfTT snows the organization as set up at that time and effective until 8 May 1945. In February 1945, the Array Separation Qualification Record, Form 100, was introduced as part of the discharge procedure. The decision was also made to develop a Vocational File which coordinated all personal information useful to a veteran. In addition to the general information, there was also included a summary of all tests given to the individual, their interpretation, and a discussion of vocational plans. The Vocational File included the following pages: Title Page (Name and address of dischargee) A Letter of Farewell Signed by the Officer in Charge of Vocational Counseling Facts About the Selective Service Board Facts About the United States Employment Service Facts About the Apprenticeship Training Program Facts About Other Organizations Pertinent to the Problem of the Individual Soldier Pacts About the Educational Provisions of the G.I. Bill of Rights Facts About Priorities for Veterans Army Separation Qualification Record, Form 100 Vocational Guidance Profile (Results of Tests) Vocational Plans The Vocational File and the Form 100 were not formally used until March 1945 after problems of approval and procurement were solved. When the AAF Regional Station Hospital $1 and the AAF Convalescent Hospital were combined to form the AAF Regional and Convalescent Hospital on 1 January 1945, the decision was made to organize one Separation Service which would process all dischargees except bedridden and other special cases separated by other Psychological Branch personnel working at Unit B. By this time the Unit B program had decreased considerably in volume. III - The Separation Service at Unit S In April 1945, the entire Separation Service Program was trans- ferred to the Surfside Unit, In addition, the program was reorganized to cover a 72-hour schedule as per War Department directives6 Activities with the Veterans' Administration, the War Manpower Commission, the United States Employment Service, the Civil Service Commission, the Red Cross, and the Selective Service System were more closely coordinated under the Separations Officer. Representatives of the Veterans? Administration and the United States Employment Service were placed on full-time duty with the Separation Service. The program of the Separation Service consisted of the following: I - Lectures "G,I. Bill of Rights" "Rights & Privileges of the Veteran". "Insurance Information" "The United States Employment Service and The Veteran" "Planning A Career" "Job and Business Opportunities" "The Apprenticeship Training Program for the Veteran" "Getting Along with People" "Problems in Becoming A Civilian"7 These lectures v/ere augmented by several films on the G,I. Bill of Rights and factory management procedures. II - Psychometrics A more carefully planned testing program was established with an enlisted psychologist in immediate charge. Tests were given to those dischargees who v/ere uncertain about their future voca- tional plans. The tests utilized v/ere as follows: 1• Interest Tests \ Kuder Preference Record Strong Vocational Interest Inventory 2. Intelligence Tests Army General Classification Test Revised Army Alpha Test, Form 9 2abc Battery Army Individual Test Wechsler-Bellevue Adult Intelligence Scale 3, Altitude Tests Army Mechanical Aptitude Battery War Manpower Commission Battery, Including: Finger Dexterity Tweezer Dexterity Manual Dexterity Pegbonrd Revised Minnesota Paper Form Board Minnesota Rate of Manipulation Test Macduarrie Test of Mechanical Ability Army Clerical Aptitude Test Minnesota Vocational Test for Clerical Workers O'Rourke Vocabulary Test, Form X~4 4, Parsonaljty Test Bernreuter Personality Inventory 5. Achievement Tests Progressive Achievement Tests, Advanced Series General Educational Development Tests, USAFI III - Handling of Psychiatric Problems In view of the fact that many of the dischargees wish to re- ceive further assistance in the handling of their personal problems, it was decided to expand the entire plan for referral to civilian agencies. The agencies utilized were those recom- mended by the National Committee for Mental Hygiene and the Family Welfare Association of America, Extensive discussions were planned for each individual presenting a problem, and when the latter requested a letter of introduction, the same was prepared for him. The entire problem of referrals for personal problems was placed under the direction of the counsel- ors who had specialized in this type of work. Arrangements were made with the medical officer in charge of dischargees to obtain brief statements on the nature of disability and any possible effect that it might have on the dischargee's ability to work. The vocational and personal counselor then has an opportunity to evaluate more carefully any psychological problem that may exist. IV - Reading Materials The use of the Vocational Kit was extended perceptibly. It became a regular procedure for both officer and enlisted separations, and the reaction to the information obtained has been more than favorable. V - Registration with the USES Dischargees are registered with the United States Employment Service and prepared to handle their employment problems when they reach homo. VI - Insurance Individual conferences are planned with a representative of tho Veterans* /dministration to consider problems of insurance and conversion. VII - Claims Interviews are planned with the Red Cross in order to file pension c 1 a inis . The schedule utilized for the three-day Separation Program appears in Table XXS& Incorporation of the Separation Service in the Personal Affairs Department On the basis of AFPDC Ltr, 20-26, the Separation Service became part of the Personal Affairs Branch on 8 May 1945. It, Darlington was relieved from duty with the Program Placement and Psychological Branch and appointed Assistant Personal Affairs Officer with additional duty as Separations Officer. Although the OIC of the Psychological Branch pointed out that the intent of the directive was being violated, the enlisted counselors v/ere detached from the Psychological Branch to the Personal Affairs Branch, This arrangement was soon corrected, however, by a clarification of the directive from Headquarters, AAF Personnel Distribu- tion Command, which directed that personnel assigned to the Program Placement end Psychological Branch v/ere not to be detached but should operate as a part of thrt Branch, Pending the assignment to the Personal Affairs Branch of two 275*s, it was agreed that psychological personnel would continue to operate under the direction of the Separations Officer, After the arrival of additional personnel, the counseling was to be done by the Psychological Branch on a referral basis, all detached enlisted men and all counseling materials being returned to the Psychological Branch for operations under the supervision of an officer of that Branch, as shown in Table xxn At the present time there are no accurate statistics to indicate the number of dischargees who were processed in the Separation Service at the Regional (Biltmore) Hospital, However, the number of dischargees processed at Units T and S are as follows: The Total Number of Enlisted Men and Women Processed at Units T and S as of 30 June 1945..............839 As of 30 June 1945, the number of commissioned officers kho have gone through the Separation Service is 66 These statistics do not include those patients who were still bedridden and discharged to Veterans' Facilities or hospitals of their own choice. Separatees at Unit B are processed by the Assistant Personal Affairs Officer at that Unit and by Psychological Branch personnel. Since mid-June the role of the latter has been confined to the testing and counseling of a few bed-ridden patients likely to be employable in due course and requesting guidance. At the present time, a number of improvements are contemplated in the Separation Service Program. It is considered highly desirable to give the dischargee a Personal File which will include all informa- tion not found in the Vocational File, This file will include a brief discussion of the functions of the Veterans' Administration, the utiliza tion of mental hygiene clinics and family welfare agencies, and individ- ual recommendations. Furthermore, while it is purely voluntary for retired officer personnel to take advantage of the Separation Service, it has been found that many officers present problems which are at least equal to those of discharged enlisted personnel. Therefore, it has been suggested that the Separation Service Program be made mandatory for all officer personnel. It has always been believed that a follow-up of separatees would bo extremely valuable in giving further assistance to the more serious cases and provide data useful in improving the techniques utilized, A questionnaire has been tried but it has not proven to be completely successful. A revised questionnaire is being constructed which should be free from the defects of the first form. This questionnaire is also designed to give an indication of how rapidly dischargees readjust to civilian life. 90 PERSONAL AFFAIRS BRANCH (Personnel administration Division » ’ i i Veterans USES FccL Con* nRC Adiru Appren, Tng. Tii BLR XIX ORGANIZATION CIL\RT SERVICE \-r± March 1945 to 8 May 1945) SEPARATIONS OFFICER (Chief; Psychological Branch) ASS5 T SEPARATIONS OFFICER (OIC; Vocational Counseling Section) CHAPLAIN VOCATIONAL COUNSELING SECTION (Psychological Branch) (Conv, S(rv, Div.) i i Vocational Vocational Counseling Testing 0830 ***** GETTING ALONG WITH PEOPLE 0930 0930 TERMINAL CONFERENCES 1200 Vocational Counselor goes over Vocational File with Dischargee and presents it to him. If necessary* conferences with Personal Affairs Officer Veterans Representative Red Cross 1300 ***** PROBLEMS IN BECOMING A 1400 CIV iLIAN >1400 * FINAL DISCHARGE PROCEDURES 1630 Personnel Office Transportation Discharge Talk given by Veterans administration Representative ***** Talk given by personnel of the Psychological nranc. Talk given by Chaplain All other talks given by personnel of the Personal Talk given by U.S.E.S. Representative Affairs Branch Talk 'ivon by oo-Training Programs Representative Time 3rd Day 1300 **** APPRENTICE TRAINING PROGRAM 1330 1330 ***** JOB & BUSINESS OPPORTUNITY 1430 Civil Service Agriculture Professional Industrial Starting Your Ovm Business 1450 CONFERENCES (same as 0945) 0830 ***** GI BILL OF RIGHTS AND 0930 PUBLIC LAIN #16 0930 *** U,SUE.S, AND THE VETERAN 0945 0945 CONFERENCES 1200 Vocational Counselors Personal Affairs Officer Red Cross Veterans Representative U.S.E.S. Representative Individual Testing SEPARATION SERVICE PROGRAM TABLE XX 72 Hour Schedule Tine 2nd Day 1300 * INSURANCE INFORMATION 1330 1330 ***** YOU ARE WHAT YOU ARE- 1400 DISCOVER IT 1400 GROUP TESTING or CONFEIENCES 0830 ***** ORIENTATION 0845 0845 * BECAUSE YOU ARE A 0930 1ETERAN 0940 ** CHAPLAIN’S TALK 0950 0950 DIRECTIONS FOR 1000 CONFERENCES 1000 INITIAL INTERVIEWS 1200 Time 1st Day TABLE XXI Statistical Summary Separation Service Number of EM a.nd EW Total Number Month Per Week Per Month 1944 OCT. 24-31 17 17 NOV. 1-7 4 8-14 11 15-21 14 22-30 28 55 DEC. 1- 7 29 8-14 48 15-21 36 22-31 24 137 1945 JAN. 1- 7 0 8-14 17 15-21 25 22-31 39 82 FEB. 1- 7 28 8-14 34 15-21 5 22-28 17 84 MAR. 1- 7 21 8-14 50 15-21 19 22-31 36 126 APR. 1-7 28 8-14 28 15-21 25 22-30 41 122 MAY 1-7 21 8-14 23 15-21 27 22-31 40 111 JUNE 1-7 22 8-14 29 15-22 27 23-30 27 105 i VOCATIONAL COUNSELING SECTION (Psychological Branch) I Testing Section Counseling Section ORGANIZ4TI ON CHART SEPARATI ON SERVICE (30 June 1945') SEP4R4TI ONS PROGRAM TABLE XXII CHAPLAIN Records Veterans USES F.C.A.T* aRC 4dm. SEPARATION SECTION (Personal Affairs Branch) I RESEARCH ACTIVITIES SECTION IV Provision was made for the establishment of a Research Section upon inauguration of Branch activity on 9 October 1944, but duo to lack of personnel research activities wore not initiated until 19 November 1944* The experimental stage of development of the Convalescent Program at this hospital during tho initial 7-month period of operation of the Re- search Section made it largely necessary to subordinate activities to tho service functions of tho Branch, both in allocation of personnel and administrative attention. Until 1 January 1945, research was a full- time assignment for only one man; at that time the Section consisted of two enlisted men, and on 25 Juno 1945 it was staffed by one full-time officer and throe full-time enlisted men. With tho increasing stabili- zation of the program, tho research functions havo received more atten- tion. The function of tho Hosoareh Socticn is that of ’'conducting research and making reports on such research for the purpose of improving psychol- ogical procedures and techniques, developing now methods, and obtaining data on tho psychological characteristics of patients as may bo required for the efficient operation of tho Branch or as-, directed by higher author- ity," (AFPDC Regulation No, 20-19, dated 28 October 1944, Headquarters, AAFPDC, Atlantic City, N#J„) In lino with this directive and in the light of the problems confronting a newly-launched psychological program, high- est priority has been necessarily alloted to research projects which would assist the ether sections of tho Branch and other Branches of tho hospital by providing information of direct utility to them in tho per- formance of their mission. Thus, techniques for description and analysis of patient behavior, serving as bases for recommendations regarding pro- gram placement, counseling, disposition, and the like, have been or are in process of being developed in the form of interest inventories, at- titude scales, measures of adjustment, measures of mental dysfunction, adjustment interviews, and biographical records. The revised AFPDC Regulation 20-19, dated 9 May 1945, which does not apply to this Station directs the Psychological Branches to conduct "such research and follow- up studios as may bo of value in defining the interests, attitudes, problems, and needs of patients, and in developing and evaluating tech- niques required for the other functions of tho Branch." The selection of research projects has boon guided by the local needs of the Convalescent Services Program, the Plan for Research out- lined by Headquarters, AAFPDC, in the December 1944 Monthly Report of Psychological Research, and both the 28 October 1944 and 9 May 1945 AFPDC Regulation 20-19, The major portion of the research projects have concerned them- selves with "constructing and validating tests required for the program" and with "conducting certain evaluative research studies on the effectivo- 91 noss of tho contributions of psychological and other procedures to tho achievement of the convalescent program";, two of the throe areas of re- search outlined in the December 1944 bulletin referred to above. Local conditions militated against research in the third field recommended, "developing criteria against which tests and procedures can bo evaluated", However, in a sense, the Convalescent Personal Inventory, project M-l, may later be used as a criterion for the validation of other measures. Description of the various projects undertaken and tho progress made to date thereon follows in tho next section of this report. Projects M-l, Construction of Convalescent Personal Inventory, D5207X-1, a. Purpose} Development of an inventory useful in diagnosing open ational fatigue. b. Method: An exhaustive list of symptoms of tho operational fa- tigue syndrome based on available authoritative litjraturc and tho ex- perience of Branch personnel was compiled. At least one item for each of those symptoms was then constructed in language readily understand- able and most meaningful to the population on which this instrument was to be used. The completed preliminary form of the inventory comprised 90 items. The examinees were instructed to indicate a "Yes" or "No" response by filling in the appropriate spaces on an IBM answer shoot. c. Results; This inventory was administered in small groups to 206 operational fatigue patients at Unit T and to a control group of 264 non-oporational fatigue returnees at the Psychological Branch, Surgeon’s Division, AAP Redistribution Station $2, Miami Beach, Florida. Data obtained wore treated as indicated below and the following results wore obtained; On the basis of an item analysis of half the total number of cases (Group A), a 50 item tost was constructed which was believed to possess good discriminatory power. The remaining half of the papers (Group B) were scored with the scoring key based on tho first half. Weighting each item 2 points, tho scores wore distributed on a 100 point scalo, on which tho score indicates tho percentage cf items answered in a man- ner characteristic of an operational fatigue population. Group B oper- ational fatigues obtained a mean score of 49,5; and the non-operational fatigues a moan score of 26,5, The highly significant difference be- tween the two means was shown by the obtained critical ratio of 9*2. The meaning of this difference was more fully revealed in the bisorial correlation coefficient ( validity coefficient) of ,65 between psychia- trists’ diagnoses and tost scores. Corrected for attenuation, the odd- oven reliability coefficient for these data was ,92w Thus, it was con- cluded that tho 50 item Convalescent Personal Inventory was a very sat- isfactory diagnostic test for operational fatigue, d. Applications and Future Research; The Convalescent Personal Inventory has a four-fold usefulness; (1) As a preliminary screening test. (2) As a psychiatric aid in doubtful cases. (3) If administered to patients at both admission and dis- charge, it may bo used as an instrument to evaluate amount of im- provement in operational fatigues during their stay at a Convales- cent Hospital, Such a project is now in the planning stage. (4) As a preliminary step in the construction of an instru- ment capable of adequately discriminating between mild and severe operational fatigues» Such an instrument has already been developed in tho form of a multiple choice form of the Convalescent Personal Inventoryv Data will shortly be gathered with this instrument, to ascertain whether symptoms differentiating operational fatigue patients from normals can, when opportunity is provided tho examinee to report the degree or frequency of his symptoms, servo as a moa- suro of the severity of operational fatigue. M-2, Development of a Pitiont Attitude Scale: Fart I, DB407A. a. Purpose; To construct a scalo to moasuro tho attitudes of patients towards the purposes and functioning of a Convalescent Hospital, b. Method; An initial group of items indicating attitudes toward a Convalescent Hospital was evaluated by 20 experienced judges who indi- cated whether, in their opinion, tho attitude expressed by each of those items was desirable or undesirable from the Army point of view. Sta- tistical treatment of tho judges' ratings, based on an 80$ agreement criterion, yielded a scale of 10 items possessing least ambiguity and most plausibility in the attitude being measured. This tentative scolo was administered to 111 patients at the time of initial interview for the dual purpose of evaluating the scalo and determining the attitude of patients toward the hospital. Tho first five items expressed attitudes of varying degrees of favorablenoss to the hospital and the last five wore statements of unfavorable attitudes, c. Results and conclusions; (l) The following distribution of responses for each item was obtained, showing a high degree of consistency in respon- ses to tho various items in tho scale; TABLE XXIII Distribution of Responses for Each Item Item No, /^Strongly Agree % Agree cf 7° Disagree Disagree $No Response 1 43*8 55,3 0,0 0.0 0,9 2 34,2 59,7 6.1 0.0 0.0 3 36o0 64.0 0,0 C.O 0.0 4 26e9 64.9 5.3 0.0 0.9 5 33,3 65.8 0.9 0.0 0,0 6 2.6 3,5 73.7 20,2 0,0 7 1.7 5.3 55.3 37,7 0,0 8 1.7 4.4 47.4 46.5 0.0 9 0.0 0.9 35.1 62.3 1.7 10 0.0 2.6 43.0 54.4 0.0 (2) Weights of -2, -1, 1, and 2 wore assigned respectively to strongly disagree, disagree, agree, strongly agree respon- ses to items expressing favorable attitudes. Items ex- pressing unfavorable attitudes were scored inversely, I’hus, the total possible range was from -20 to /20, Ob- tained distribution of scores, however, ranged from /3 to /20 with a mean of /l3,2 which may bo interpreted as indi- cating that all of the patients tested demonstrated at- titudes varying from mildly favorable to very favorable. d. Further research: (1) In order to measure whether changes occur in patient at- titudes toward the Convalescent Hospital during their stay at Unit T, a study is now in progress in which patients who wore tested at the time of their initial interviews are being retested with the scale at the time of their terminal interviews, (?) Since it was planned originally to administer tho scale terminally to tho same group tested initially, patients were required to sign their papers for purposes of refer- ence. However, in order to bo sure that patients who sign their names are answering tho scale frankly, a study is now under way in which tho scores of a group being tested anonymously are to bo compared with scores of a group of patients who are required to sign their papers. (3) In order to ns certain whether patient attitudes toward tho hospital fluctuate over an extended period of time, it is planned to administer the scale to small samples periodically. M-2, Development of a Patient Attitude Scaloj Part II, DE407A, a. Purpose: T0 construct an attitude scale consisting of ton parts, or sub-tests, which will measure the attitudes of convalescent patients in the following areas: (1) Status of Returnee (2) The Homo Front (3) Soldiers Continontally Stationed (4) The Army System (5) The War (6) Second Tour of Overseas Duty (?) Return to Civilian Status (8) Tho Japanos 0 (9) Return to Duty in Same MOS (10) Flying Status b. Method: Items were originally compiled from comments of patients, literature, and on an a priori basis. The items wore then rated by 20 qualified judges in terms of the desirability or undesirability, from the Army’s point of view, of the attitudes represented by these items, on a five-point scale of very desirable, desirable, uncertain, undesirable, very undesirable, A criterion of 80$ agreement among the judges was used in selecting items for the final preliminary form. The best items in this selection were then included in the initial scale, consisting of 10 or 12 items in each of the ton areas, a total of 112 items for the complete scale. The first half of the items in each sub-tost expresses favorable and the second half unfavorable attitudes« Items are in the form of simple statements to which the patient is asked to express one of the following judgments: Strongly Disagree, Disagree, Agree, Strongly -agree. The re- sponses arc given scoring weights of 1, 2, 4, 5, respectively for respon- ses to favorable items, and inversely for responses to items expressing unfavorable attitudes. In the selection of items for the final form, such additional factors as internal consistency and plausibility will be considered. Reliabilities and intorcorrolations of sub-tests will bo computed. An attitudes profile will bo obtained from the scores on the sub-tests. Scores on each sub-test will bo translated into percentile ratings. A total score may also bo obtained, but its mcaningfulnoss is open to question unless it can bo demonstrated that there is a general attitude factor being measured by all the sub-tests. The profile tech- nique will premit the development of additional attitude scales, so that, in effect, an attitudes battery will bo developed. c. Progress: Administration of the scale was begun on 30 May 1945, One hundred and nine cases having boon obtained, the results are now being analyzed. M-5, Relationship Between Efficiency of Mental Application Test Scores and Operational Fatigue. a. Purposes (1) To determine whether operational fatigue patients demon- strate an impairment of efficiency of mental application as measured by the EMA Test, (2) 1o determine whether an improvement in EMA Tost scores occurs during tho patients’ stay at the Convalescent Hospital* b. Method: It is proposed to obtain a samplo of' sufficient oper- ational fatigue cases at the time of their initial interview to obtain about 50 terminal cases. The moan and sigma of the initial test scores will be computed and compared with the norms obtained by the tost author* The critical ratio of the mean initial and mean terminal scores will bo computed to determine whether a statistically significant improvement has occured. A control group of an equivalent number of non-operational fatiguos will be tested initially and twelve days later (the average time interval between initial and terminal testing of operational fatigues) to determine tho effect of practice, and whether non-operational fatiguos as a group have a significantly different mean score on the EMA tost than do tho operational fatiguos, c. Progress: Eighty-two operational fatigue patients have been tested at the time of their initial interview and 26 have boon retested at tho time of their terminal interviews. Twelve non-oporational fatigue oases have boon tested initially and five terminally* M-4* Qucstionairo Concerning Attitudo Toward Orientation, Phaso III, a. Purpose: a) To ascertain the degree of patients’ interest in the Con- tinuous Orientation classes, (2) To ascertain the advisability of offering additional clas- ses in the subject, (3) To obtain criticisms and suggestions for improving the course, from the patients’ point of view* (4) To discover areas of particular interest to the patients, as demonstrated by their questions, to be used as bases for future discoveries, b. Method: The following anonymous questionaire is administered periodically to patients enrolled in the continuous orientation course: CONTINUOUS ORIENTATION SURVEY Have you learned anything in this course? This course has been (very interesting) ( interesting) (uninteresting) (dull). Would you bo interested in attending additional classes on a voluntary basis? (List any questions you would like answered and any comments or criti- cisms of the course cn tho back of this slip)* c, Results and conclusions: To date, the following results have been obtained: TABLE XXIV Interest in Convalescent Orientation 1, Learned Something 127 Learned Nothing 11 No Response 3 2, Very Interesting 42 Interesting 92 Uninteresting 2 Bull 4 No Response 1 3, Would Elect More 80 Would not Elect Fore 48 No Response 13 Tho results indicate that the general reaction to the Continuous Orientation course is favorable, F-5. Development of a Separatee Vocational Interest Inventory, and M-6» Follow-up of Men Processed by tho Separation Service* a. With tho transfer of the Separation Service to the Personal Affairs Branch, work on both of those projects was discontinued by tho Program Placement and Psychological Branch, One or both may later bo resumed if work on a referral basis justifies it. M-7. Development of Techniques for Measuring Patients* Attitudes Towards Various Phases of the Convalescent Hospital, a. Purpose; To develop a measuring device for sampling patient opinion on various specific phases of the convalescent program and to furnish an information service to Branch and Section chiefs. b, Method: Construct items after consultation with appropriate Branch and Section chiefs to determine what phases of their program might bo evaluated. The completed quostionaire is to bo administered to patients as a regular feature in terminal evaluation. The results are to bo tab- ulated and presented in report form periodically to interested authori- ties. c. Progress: Tc date, items have been constructed in the following areas and the questionairo is being prepared for administration: (1) Educational Branch Activities (2) Physical Reconditioning Program (3) Recreational and Entertainment Facilities (4) Hospital Facilities (5) Administration and Processing (6) Hospital Newspaper (?) General Comments by Patients M-8, Dovelopmontof an Outlino for Diagnostic Interviews and a Personal Inventory as Indices of Predisposition to Neurosis. a. Purpose: Construction of a standardized case history and bi- ographical data blank to fulfill the following objectives: (1) As an immediate aid to tho psychiatrist in prognosis and disposition and to tho psychologist as a basis for educa- tional and vocational counseling, (2) As a research instrument for determining those personality characteristics of operational fatigue patients that dis- tinguish them from non-operational fatigue patients., (3) As a possible basis for the construction of a personality scale that will measure predisposition to psychonourosis* b. Rationales Tho basic assumption of this study is that tho factors of combat stress, exhaustion, and tho like are significant in the development of operational fatigue only as they relate to person- ality tendencies. It is felt that combat stress accentuates trends to- wards neuroticism already present rather than inaugurating now modes of adaptation. It is believed that anxiety attached to a substantial number of situations through past experiences will handicap the indi- vidual in dealing with new throats to security such as are found in combat. RESTRICTED (1) Tho physical; sociological, and physiological aspects such as exhaustion, traumatic experiences, food, health, etc., should bo measured in objective and quantitative terms— so many crashes and injuries, so many missions in a given period of time, and tho like—and not in terms of tho individual’s reaction to those events, latter is a psychological property and presumably a function of tho individual’s personality and development0 (2) The concept of predisposition is broadly interpreted to include any conception that tho individual might have of himself and his abilities and of the demands various situ- ations make on him that would tend to make him feel ho is incapable of complying with the requirements of the situ- ation, This would also include any reaction or behavior on the individual's part that could be interpreted in this way. i-n other words, it is assumed that the individual is maladjusted and therefore predisposed when his conceptions of his own abilities and prowess do not coincide within reasonable limits with what he conceives to be the demands and requirements made upon him by the situation. This discrepancy between tho individual's conception is felt to bo the essence of many so-called conflict situations, (a) On the basis of this assumption, tho degree of pre- disposition would be measured by the extent of the discrepancy between the individual's conception of himself and his conception of the demands of tho situation. The measurement of the degree of mal- adjustment would involve two factors. Extensiveness: ihis concept involves the number of different fields or situations in which such a disparity is found, «-n individual who felt inade- quate in familial, social, sexual, and occupational situations would bo considered more maladjusted than an individual whoso feelings of inadequacy were limited to sexual relations. 2 Intensiveness: This is a concept of degree of more or less as related to feelings of inadequacy in any one situation. It is not assumed that it is independent of the "extensiveness” factor. But it is assumed that of two individuals having in- adequacy feelings in tho same situations, tho one whoso feelings arc more intense would be more maladjusted. RESTRICTED (b) It is believed that the individual’s conception of himself and of various generic situations arises and is largely brought into awareness through life-long experiences that involve his relations with others. Such experiences deal mainly with security, affection and prestige. Many of these are unique with the in- dividual, but it is felt that there is a sufficient number common to all persons so that individuals can be validly compared as to their reactions to those experiences and thus as to their conception of their adequacy in meeting the situation. It is assumed that by judiciously selecting certain situations experienced by most individuals and involving the security, affectional relations, and prestige of the individual and then by adequately determining his reaction to those situations, it is possible to measure the extensiveness and intonsivencss of his feelings of inadequacy and, therefore, of predisposi- tion to maladjustment. c. Method; (l) A "Guide for Case History Taking" has been constructed with two goals: One, to cover various aspects of the psycholo- gical and sociological development of the individual and to include material on the combat conditions he experienced; Two, to make the interview sufficiently standardizedso that comparable data will bo obtained on all individuals and yet allow sufficient latitude for the interviewer to make valid judgements regarding the individual's modes of re- action and feeling. (a) The outline makes ample allowance for factual data of a sociological sort: parentage, home conditions, education, etc. It also provides for factual in- formation about combat stresses; time overseas, missions, duties, traumatic experiences, etc. The main emphasis, however, is placed on developmental events felt to be conducive to feelings of inse- curity; parental and social rejection, invidious comparisons, and personal failures. (b) The projected interview form will demand that the in- terviewer check the relevant answer to each item de- manding factual data. This will insure complete coverage and comparability of data. Room will be provided for the interviewer to enter his impression of how the individual reacted to the situation or experience. 1 To insure greater uniformity in the recording of the nature and intensity of a reaction or feel- ing, an interviewer’s handbook is planned that will list various types of behavior and the cli- nical significance they have in the situations under exploration. This will bo supplemented by instruction and discussion on the part of inter- viewing personnel. (2) On the basis of the data collected on the interview forms, a brief case history and personality sketch will be writ- ten for each operational fatigue patient so that the psy- chiatrist will have a more adequate picture of each case, (3) Once the interview form has been adequately standardized on operational fatigue cases, it is planned to gather histories on a comparable group of non-operational fatigue returnees. This will permit several important compari- sons, both with regard to factual experiences and back- ground and to psychological reactions, (a) By statistical comparison of sociological and combat experience items, the importance or non-importance of these variables as related to operational fatigue can bo determined. This will provide a more objec- tive basis for the evaluation of those factors in theories of operational fatiguo, (b) The assumption underlying the psychological concopts of this project will be checked by comparing the re- actions and feelings of the two groups. It is plan- ned to score the psychological reactions on the basis of an a priori criterion of what constitutes a fool- ing of inadequacy in a clinical sense and also on the basis of tho intenseness of the reaction. The re- liability of such scoring can bo reaiily determined. The scores will provide a measure of predisposition, (4) If the interview form, as now planned, proves to be use- ful in differentiating groups and in determining predis- position and prognosis, it will be used as a routine pro- cessing instrument, Under these conditions it will be revised so that the factual data, and as much as possible of the psychological data, will be obtained through a self-administered biographical data form. (5) By the selection of the most discriminating items, it should be possible to construct a relatively short scale of pre- disposition to maladjustment to use in processing. This would provide a ready means of grouping operational fatigue patients for treatment and disposition and of selecting other types of patients that might need psychiatric atten- tion. d. Progress: The Guide for Case History Taking has been in use since 21 May 1945 with operational fatigue patients. Data are now on hand for the development of the more objective interview form. M-9. Construction of an Activity Preference List. a. Purpose; To construct a check list and rating scale for the evaluation of patients’ experience and interest in educational, \Toca- tional, and avocational activities on entering and on leaving the hospi- tal. b. Method: To develop a list of activities now offered or likely to be offered at this Hospital, providing a means for the patient to indicate; (1) Extent of experience in each activity prior to hospital- ization. (2) D egree of interest in each activity at time of admission. (3) Three activities preferred at time of admission.. (4) Interest in activities taken at time of discharge, (5) Three activities preferred at time of discharge. It is proposed to administer this list experimentally at different times, e.g,, before the Initial Orientation Tour, afuer the Tour, and on leaving the hospital, to ascertain the effects of contact with the pro- gram. The preference list will be used routinely in Initial Evaluation and Program Placement. c. Progress: The list is now ready for typing in rough draft prior to final review and mimeographing for use. M-10. Compilation of Statistics Concerning Patients in the Convalescent Services Division. a. Purpose; Compilation of statistics on pertinent factors in the personal and military backgrounds of all patients processed through the Convalescent Services Division to serve the following purposes; (l) As a means of accumulating data of possible significance in the diagnosis and treatment of operational fatigue for research purposes in the Program Placement and Psycholo- gical Branch and possible use in the Psychiatric Services Division. (2) As an aid to officers in charge of the various Branches of the convalescent activities program in the formulation, improvement, and modification of policies and procedures, (3) As information for the Chief of the Convalescent Services Division, b. Method; An extensive list of factors of possible significance which are capable of statistical treatment was drawn up and incorporated into an "Interview Face Sheet" (see Form PSY-IRF-6), This form is utilized in all initial interviews. The information thus obtained will be accum- ulated continuously and will be reported in the form of statistical tables and graphs to the Chief, Convalescent Services Division, at monthly or semi-monthly intervals. c. Progress; The Interview Face Sheet was put into general use at Unit T on 30 May 1945, In the period 30 May to 15 June inclusive, 106 patients were processed and the information obtained has been broken down as follows; (l) Hospitalization Records; (a) Diagnosis (percentage); Operational Fatigue - 47,1 Orthopedic - 18,9 Surgical - 19,8 Medical - 14,2 (b) Patients having previous hospitalization records (percentage); All patients - 24,5 (c) Sources from which patients were admitted (percentage); Pancoast Unit - 62,3 Biltmore Unit - 36,8 Nautilus Unit - 0,9 Other - 0.0 (d) Median time hospitalized in Miami Beach area prior to admittance to Unit T; Operational fatigues - 1,9 weeks Other patients - 3,8 " All patients - 2.3 " (2) Army History: (a) Percentage of all patients by ran1'’* Officers - 13.1 Unlisted Men - 86,9 (b) Percentage of Operational fatigue patients by rank: Officers - 14,0 Enlisted Men - 86.0 (c) Percentage of Officers and EM diagnosed as operational fatigue: Officers - 50.0 Enlisted Men - 46,7 (d) Method of entry into the service (percentage)t Enlistment - 37 „ 7 Induction - 56 „ 3 Reserve - 6,0 (e) Median length of service: Operational fatigues - 31,2 months Other patients - 34,2 M All patients - 32,9 M (f) Percentage of patients with overseas service; Operational fatigues -100,0 Other patients - 82.1 All patients - 90,6 (g) Median length of service overseas: Operational fatigues - 16,5 months Other returnee pationts24,0 11 All returnee patients- 21.0 n (h) Percentage of returnee patients by theatre of operations in which they last served: European - 58,3 Pacific - 39,6 Caribbean - 2,1 (i) Percentage of returnees diagnosed as operational fatigues, by theatre of operations: European - 58*0 Pacific - 42,0 Caribbean - 0,0 (j) Percentage of patients by branch of service: Air Forces - 88,7 Ground Forces - 11,3 (k) Percentage of patients previously on flying duty; Operational fatigues - 68,0 Other patients - 25,0 All patients - 42,5 (l) Median time in performance of primary duty: AH patients - 22,1 months (m) Percentage of patients who attended a service school: All patients - 58,5 (3) Personal History; (a) Median age; Operational fatigues - 25,5 Other patients - 28,0 All patients - 27.0 (b) Median educational level: Operational fatigues - 11.9 years Other patients -11,6 " All patients - 11.8 ” (c) Pveason for leaving school (percentage); Graduation - 44,3 Economic - 30,2 Other - 25,5 (d) Main civilian occupations (percentage): Professional - 6,6 105 Business and managerial - 12*3 Clerical - 11*3 Skilled Trades - 23,6 Semi-skilled trades - 23.6 Farm - 6.6 bnskilled - 7.5 Student - 8.5 (0) Median time of employment in main civilian occupation: All patients - 3.4 years (f) Marital status (percentage): Single - 30.2 Married - 67,0 'A id owed - 0.0 Divorced - 1,9 Separated - 0.9 (g) Percentage of patients who have children: All patients - 26,4 (h) Percentage of patients who have other dependants: All patients - 17.0 (1) Percentage of patients by size of home community: Farm - 12.3 Village - 8,5 Town - 20,3 City - 59,4 (j) Percentage of patients by regional distribution: New England - 1,9 Middle Atlantic - 10,4 Southeastern - 33,6 North Central - 28.3 Southwestern - 10,4 Prairie - 805 Mountain - 0.0 Pacific Coast - 1,9 Note: For purposes of this report, states have been divided into geo- graphical areas as follows: New England: Me,, N.H.. Yt., R.I., Mass,, Conn, Middle Atlantic: N.Y., N,J., Penna,, Md., Del. Southeastern: Ya., UT.Va., Ky., Term., U,C., S.G., Ga., *Ua., Miss,, Fla, North Central; 0., Ind., 111., Mis, Southwestern; Ark., La., Tex,, Okla., N.M., Ariz, Prairie: Minn,, Iowa, Mo., Kan., Neb,, S.D., N,D, Mountain: Colo., Wy,, Mont., Utah, Idaho, Nov, Pacific Coast: Cal., Ore., Aash, (4) Post -war plans: (a) Percentage of patients planning to return to school: Plan to return - 29,2 Undecided - 17*0 Will not return - 53,8 (b) Percentage of patients planning to return to school who intend to utilize the educational provisions of the G,I, Bin of lights: For full support - 46*9 Partial support - 22r,4 Undecided - 28„7 No support - 2*0 (c) Post-war occupational plans (percentage): * Return to same occupation-43,7 Undecided - 15„9 Enter a different occupation - 40,4 (d) Post-war plans regarding home community (percentage): Return to home community - 81,1 Undecided - 11*3 Move to different community - 7,6 TRAINING ACTIVITIES SECTION V Diagnostic Testing Training Program: Since tho beginning of Branch operations at Unit B there has been an increase in referrals for clinical testing for the Psychiatric and Surgical Services Divisions. A point was reached late in May when the testing load was greater than could be handled by Branch personnel*, Consequently, men were transferred from Unit T to B, and it was felt that a continuous training program should be instituted for the improve- ment of skills and standardization of procedures. The clinical training bakes place for the most part in case con- ferences held three times each week by the staff of the Testing Section. Presided over by the Officer-in-Charge, these meetings provide for con- tinuous training of the entire staff and provide opportunity for consul- tation and the pooling of the clinical experience of the group. 'Alien new trainees attend, the meetings take the form of training sessions during which informal lectures and cases selected for their illustrative value are presented. U0 set training schedule is followed, as the training period content is made to conform to the needs of the individual trainees. Early in the training period, the trainee is introduced to the Med- ical Officers from whom his referrals will come. The close personal re- lationship between the Medical Officers and the personnel of the section has proved an important factor in facilitating tho work of both groups. During the first case conference the trainee is acquainted with the types of cases which are referred to the Section, the bases of referrals, and the techniques of reporting findings. The first reading assignment is a review of Wechsler’s The Measurement of Adult Intelligence and the trainee is expected to brush up quickly in the administration of the Viechsler-Bellevue Scale, an instrument used frequently by the Section. As soon as basic proficiency has been attained, the trainee administers the test several times under spuervision. The second case conference is devoted to a discussion of clinical patterns on the Wechsler, case illustrations of these patterns, and an introduction to the Rorschach Technique, Extensive reading in the Rors- chach test in Klopfer and Kelly and in Bochner and Halporn is assigned. Under individual guidance, proficiency in the administration of tho tech- nique is developed* Techniques of interpretation are taught individually and individual instruction is supplemented by discussions and cases in conferences. The same prododure is followed in teaching the other tech- niques employed by the section. Practical application of reading is em- phasized throughout. At the same time that training is given in specific techniques, attention is paid to further orientation in Abnormal Psychology, with special emphasis on the dynamics of those syndromes most commonly encoun- tered at Unit B, Reading and written reports of research on specific syndromes is assigned. Talks and discussions covering the subject supplement the trainee's individual work. In the later phases of training, synthesis of data and techniques of the psychological report are taught and practiced, When proficiency has been attained in this area, formal training is discontinued and the trainee assumes a full work schedule. Training incidental to the case conference continues indefinitely. Convalescent Orientation Training Program; An in-service training course in the Convalescent-Orientation Program of the Branch was instituted on 26 May 1945, 'rhis course was designed to improve the psychological background of personnel of the Branch and to train additional potential discussion leaders, Sight enlisted men were selected to attend the training sessions. They were chosen on the basis of a combination of their personality attributes that would make them suitable discussion loaders and at least a good elementary background in psychology. The training course consisted of ten lecture-discussions designed to impart to the staff the basic psychological data needed to conduct the convalescent-orientation talks, to train personnel in proper tech- niques of leading group discussions, to impart elementary principles ofgrou- therapy, and to provide information and source materials for the less psychological subject matter handled in the convalescent-orientation talks (such items as the GI Bill of Rights, veterans organizations, post- war problems, facts relating to the war effort by the home front, etc.) A copy of the outline of the in-service training course is attached. The course is conducted to parallel the content of the ten lecture con- valescent-orientation course. IN-SERVICE TRAINING COURSE IN CONVALESCENT ORIENTATION I Purpose of this training course. Philosophy and general techniques of our Continuous Orientation Course, Content of Lecture jj-1, ’’Understanding Human Nature”, II Content of Lecture $2, ’’Understanding Our Emotions”, III Content of Lecture $3, "Adjusting to Difficulties", an explanation of the dynamics of operational fatigue with reference to pertinent articles in the literature on the subject, TV Content of Lecture $4, "Forming Healthy Attitudes", V Content of Lecture $5, "The Adjustment of the Returnee". Discussion of attitudes evidenced by returnees and methods of hand- ling dissatisfactions of returnees, VI Lecture on group discussion techniques, VII Explanation of ourposes and content of Lectures 6, 7, 8, "The War and the Nation", "The Serviceman and the Nation", and "The Service- man, the War and the Future". VIII Lecture cn discussion materials, sources, and the content of the GI Bill of Rights and other relevant government legislation, IX Content of Lecture $9, "Your Abilities and Your Future", Explanation of basic principles of vocational guidance and job placement and selection. X General discussion reviewing content of training course and answer- ing questions raised by menbers of the class. Evaluation Interview Training Program: The training of interviewers in case history taking for program placement counseling has been carried on informally at Unit T and B, as new men wore assigned to that type of work and as new procedures were initiated. Evaluation interviews for use in psychiatric work have been developed at both Unit T and B, as described elsewhere, and training in procedures has been carried on at both Units by appropriate officers, How that the Branch is fully manned, it is expected that a formal pro- gram of training in clinical history taking and in personal, education, and vocational counseling will be initiated. SECTION VI EVALUATION AND FORECAST Organization According to AFPDC Regulation 20-19, dated 28 October 1944, the Program Placement and Psychological Branch was one of four branches of the Convalescent Services Division, and its principal mission was in that Division. Its activities in convalescent orientation and in eval- uation and program placement were to make it possible for the patient to derive the maximum possible benefit from convalescent therapy. Such testing, counseling, and research as were done were to be primarily for the same purpose, although testing to assist psychiatrists in diagnosis, counseling of patients concerning long-term educational plans and per- sonal problems, and research not strictly related to the improvement of convalescent training were also approved. However, the Chiefs of the Psychiatric Services and Surgical Services Divisions had been used to utilizing psychological services, and therefore requested that psychological personnel be assigned to Unit B who might provide clinical diagnostic testing and case history taking services for their divisions. With the approval of the Director of Hospital and Professional Services and of the Chief of the Convales- cent Services Division this was done. Similarly, since the Psychologi- cal Branch was responsible, according to the same directive, for voca- tional counseling of separatees, this Branch was at first in charge of separations and, when AF'PDC Ltr. 20-26? dated 9 April 1945, was received, was made responsible for separation counseling. Despite AAF Ltr. 39- 59, dated 19 May 1945, making separation classification and counseling the function of the Personal Affairs Branch, the Psychological Branch continues, at the request of the Personnel Division, to provide voca- tional counseling services on a referral basis for separatees. Operations of the types described above made it seem logical that the revision of AFPDC Reg, 20-19, dated 9 May 1945, apply to this hos- pital. In this revision, which superseded the earlier regulation, the term "Program Placement and Psychological" was changed to "Psychologi- cal Services", and the Branch was taken out of Convalescent Services, put on a par with it and with the other professional services, and made responsible to the Director of Professional Services. Paragraph 2 of this revision, however, stated that the revision does not apply to multi-mission stations such as the Miami District, Subsequently, however, AFPDC Ltr, 80-56 was received in its revised form, dated 9 May 1945, This directive deals with this Branch as one of the professional services, in line with the revised 20-19, and applies to this hospital. Similarly, the PDC Communique for 31 May 1945, cit- ing Sec. IX, VtfD Circular 134, dated 4 May 1945, states that psychologists in AAF Convalescent Hospitals will be responsible to the Director of Professional Services rather than to the chief of another professional service, since their work deals with all types of patients. In view of the above, on 13 June 1945, the Officer-in-Charge of the Psychological Branch took up the question of the name of the Branch, and its position in the hospital organization, with the Chief of the Convalescent Services Division, who agreed that these were clearly in- tended to be ’’Psychological Services Division” in this hospital. The matter was therefore taken to the Director of Professional Services, who agreed to take the matter up with the Commanding Officer. On 20 June 1945 it was learned that the decision had been made to leave things as they wore. Although continuing to provide psychological services for a variety of other divisions, the Program Placement and Psycholo- gical Branch therefore remains a part of the Convalescent Services Division, with its principal emphasis consequently on the provision of psychological services for that Division. The internal organization of the Program Placement and Psycholo- gical Branch in this hospital has, like that of the hospital itself, been complicated by the number and variety of hospital units, by the changes in the types of patients housed at each unit, and by the dis- tances between these units. The merger of the Regional and Convales- cent Hospitals was in reality the addition of a large definitive hos- pital with a few convalescent patients to a smaller convalescent hos- pital whose patients were about equally divided between definitives and convalescents. The acquisition of additional convalescent beds with the Surfside and Traymore Unit resulted in a reshuffling of conval- escent patients and of those destined to meet CDD or retirement boards, and in a plan to house all medical and surgical convalescents at the new Unit S instead of at Unit T. The decline in the flow of convales- cent patients and problems in establishing a convalescent program at Unit S, however, resulted in the indefinite postponement of the latter part of this plan. The surgical equipment of Unit N made it logical to keep that Unit solely for definitive surgical patients, and has kept alive a proposal to move the enlisted severe operational fatigue patients from Unit N to Unit T; but as this would necessitate the transfer of orthopedic patients from Unit T to Unit S, away from the physiotherapy equipment previously installed at Unit T, this plan has never materialized, Each such change, actual and proposed, has had its implications for the location and nature of psychological services, all complicated by dis- tances ranging from approximately three to twenty miles between units. Processing and Services In adapting the activities of the Psychological Branch to local needs and desires, the following principles have served as a guide; 1. In a convalescent unit, this Division should in so far as possible operate according to AFPDC Ltr. 80-56. 2. In a definitive unit, this Division should provide such psychological services as are in keeping with the spirit of AFPDC Ltr. 60-56, as are desired by the medical officers concerned, and as will contribute to the effectiveness of diagnosis, treatment, and disposition. 3. In working \vith headquarters, this Division should provide such psychological services as are requested by headquarters agencies, in particular the Personnel Division and its Branches. At Unit T (which houses ambulatory convalescent patients of all types except amputees), the application of these principles has resulted in an organization and in services which are similar to those specified in the directives. Even in this unit, however, it was some time before this was true, due to the lack of a personal physician system, to housing facilities which militate against organizing patients for activities on a ward basis, and to lack of support from some ward officers. The chief psychiatrist at Uni : T, for example, maintained for some time that his patients, undergoing their first treatment for combat reaction, were in reality definitive patients and would be harmed by psychological inter- views and by Orientation III, For some time, therefore, interviews with operational fatigue patients had to be kept on a very superficial level, with no questioning except on vocational and educational matters for program placement, in order to avoid transference. During this same period no operational fatigue patients, mild or otherwise, were enrolled in Orientation HI. After about three months of operating on this basis the confidence of the psychiatrists at Unit T was won, and it became possible to operate according to the directive. The cooperation of the chief psychiatrist was obtained in revising the syllabus for Orientation III, making it less academic at points, eliminating material dealing 'with marital prob- lems, elaborating on topics which he had at first objected to and which dealt with the psychology and physiology of operational fatigue, and expanding the treatment of problems of readjustment to the States and to return to duty. Since that time all except a very few operational fatigue patients have been enrolled in Orientation III. It has been the belief of many aviation psychologists that Continu- ous Orientation (Orientation HI, Group Personal Adjustment Conferences), should be conducted, not as a regular class, but rather as an informal therapeutic activity. The trend in this direction has been clear at Unit T, the only unit in which it has been practicable to conduct this activity. Despite this trend, and excellent leadership. Continuous Orientation still resembles a course in applied psychology rather more than it does group psychotherapy. Its planned syllabus, regular number and sequence of sessions, combination of lectures followed by discussion, and heterogeneous composition tend to make it class-like, The informal atmosphere, attempt +-o draw out patients, emphasis on content pertinent to convalescent returnees, and an increasing emphasis on the need for the need for the leader to know his patients’ names, histories, problems, and interests, are part of the trend toward group therapy. As Branch personnel acquire more psychological background and more experience in leading group discussion, as psychiatrists become more ready to agree on the values of group therapy, when the flow of patients increases sufficiently to allow the formation of more groups of patients more homogeneous as to background and diagnosis, and as ways are found of overcoming the disorganizing effects of hotel type rooms on group life, it is expected that Orientation III will more nearly resemble the Group Personal Adjustment Conferences described in the newer directives and carried on in certain other AAF Convalescent Hospitals, Soon after the reinstatement of Continuous Orientation at Unit T, the Unit T psychiatrists requested that the initial interviews, which were being made somewhat more complete as it became clear that cooper- ation was improving, be expanded considerably in case history form, to assist in the diagnosis of predisposition to maladjustment, and that a test of emotional dependence or immaturity be developed for this same purpose. Work along these lines was begun, and cooperation between psychologists and psychiatrists at Unit T has continued. Few referrals for diagnostic besting have been made by Unit T psychiatrists, but this is due largely to the fact that the combat reaction patients at that Unit are almost all milds who have already twice been screened and who stay in the hospital for only about ten days before returning to duty. Work with orthopedic and other non-psychiatric patients at Unit T has been affected primarily by the lack of the personal physician system and by hotel-type buildings which preclude an effective ward or barracks organization of patients for group activity. The medical officers as- signed to those wards have been primarily orthopedic surgeons or other specialists who, partly because of their specialities and partly because of the large number of patients per doctor, have tended to be more in- terested in the ailment or injury than in the man. Frequent rotation of personnel has probably contributed to this fact. For these reasons, there has been relatively little liaison with ward officers, and little opportunity or felt need for it. The work of the Psychological Branch \vith these patients has therefore been primarily evaluation and counsel- ing for program placement, with little clinical study, testing, or coun- seling except as requested by the patient for educational, vocational, or personal problems. At Unit B, the '.-mall number of convalescent patients, and the pres- sure to free all beds as quickly as possible for Air Evacuation and de- finitive patients, has minimized the program placement functions of this Branch* Although at first one officer and two men were assigned there for evaluation, program placement, and orientation work with convalescent patients, it developed that the program at Unit B needed to be quite dif- ferent from that in a real convalescent hospital. For this reason the 010 of the Testing Section was made Ass’t, 010 of the Branch for Unit B, to operate a much more informal program placement service in the shops and wards as well as in the office. Orientation III was dropped, and a clinically experienced officer was put in immediate charge of an evalua- tion and program placement program emphasizing the clinical approach to the patient and cooperation xvith ward officers. This work is being ex- panded to include definitive psychiatric patients* The presence of a large number of psychiatric and brain-surgery patients at Unit B made it highly desirable that this Branch provide ex- tensive clinical testing services at that Unit, It was for this reason that one, and now two, clinically trained officers were assigned to the Biltmoro, with the part and then full-time assistance of an enlisted clinician. This Section grew to include three full-time enlisted and one civilian volunteer psychologist* As the contributions of and facil- ities for diagnostic testing have come to be better understood at Unit B, referrals have been made in increasing numbers not only by psychia- trists and neurosurgeons, but also by pediatricians and classification officers, At Unit N, despite the presence of severe combat reaction and sur- gical patients, the activities of this Branch have been of a different order. The convalescent program at Unit N, as at Unit B, has been on a small scale, for this reason, only one enlisted man has been assigned there from the Branch, and no officer. This man’s role has been that of initial orientation and program placement of all patients referred by the ward surgeons. As in the early days at Unit T, -che chief psychia- trist at Unit N has been opposed to contact between psychologists and psychiatric patients, to the extent of ruling out Orientation III on the grounds that the patients are definitive, and of proposing that psychia- trists do all program placement work themselves. Until such a plan is put into effect, the representative of this Branch interviews all con- valescent patients for program placement purposes, but takes no case histories. One of the psychiatrists at Unit N occasionally refers patients for mental or personality tests, and these are handled by per- sonnel from Unit T. A plan has now been proposed, by the Chief of the Psychiatric Services Division, for the initiation of clinical psycholog- ical services at Unit N comparable to those provided at Unit E, At Unit S, it was anticipated that a program would bo carried on for convalescent medical and surgical patients, for patients awaiting Disposition and CDD Boards, and for men being separated from the service. Since the opening of the unit in Surfside and Traymoro Hotels, however, the convalescent census has declined rather than gone up, and for this reason the first cart of the program has not been instituted* The only activity at Unit S has been with separatees* As reported in the section dealing with the separation program., responsibility for the Separation Service has changed hands a number of times, with changing directives and varying interpretations of directives, However, the vocational counseling, including testing, dissemination of occupational information, and interviewing concerning vocational and educational problems, has always been performed by personnel of the Psychological Branch, first under the immediate supervision of an officer of this Branch, then de- tached from this Branch to the Personal Affairs Branch for the short time, then on loan to the Personal Affairs Branch until it received its complement of personnel for separations work. It is expected that, if this service is to be continued, it will be under the immediate super- vision of an officer of this Branch assigned as QIC of the Vocational Counseling Section, This work is carried on by this Branch at the request of the Personal Affairs Branch, because of the superior counseling ser- vices which can be rendered by the professionally trained personnel of the Psychological Branch, At Unit P, the admitting unit for the Regional and Convalescent Hospital, there has been no request for psychological services. Screen- ing of operational fatigue and psychiatric patients is done there by ward officers, with no psychiatric or psychological assistance. This would seem, however, to be a logical place for psychological services, since decisions are made there concerning the seriousness of anxiety states and other problems, and concerning the type of treatment (e,g„, intensive psychotherapy or convalescent therapy) needed. Now that the Psychological Branch has approximately its full complement of officers and men, the possibilities might be explored, especially since test con- struction work has now produced instruments useful in screening. This has been delayed, however, by the fact that the Psychological Branch in thishospital, unlike those in other AAF hospitals, is part of the Con- valescent Services Division, with its principal mission in Convalescent Services, The psychological services rendered other divisions have been developed as a result of pressure from without rather than because this Branch has seen possibilities for other types of psychological work and won support for it. Research As has been indicated in the section on research, the main areas of research in convalescent hospitals were laid down in the Monthly Research Report of the Psychological Division, AFPDC, for December 1944, In research, as in processing and service, the psychological branches have, however, been permitted considerable autonomy in the choice empha- sis and in decisions concerning detailse This has been necessary because of diverse local conditions, and wise because of varying talents and interests. The research projects selected at this hospital have therefore been chosen on the basis of the following criteria: 1, Contribution to knowledge or technique in a field important to the operation of a convalescent hospital, as defined by Hq,, AFPDC; 2, Practicality at this hospital, with its special typos of housing, medical services, and patient flow; 3, Suitability in terms of interests and specialties of Branch personnel. As insights have been gained into the needs of the local situation and the possibilities for constructive work, different types of research have been initiated. The emphasis early in the history of the Branch was on the two most obvious problems in a situation involving work with many operational fatigue patients, namely, the diagnosis of operational fatigue and the measurement of attitudes toward various aspects of Army life. The se efforts were relatively limited in their goals and simple in their approach. The first form of the Convalescent Personal Inventory, for example, asked for only true-false responses, and the attitudes measured in the Patients* -attitude Scale deal with broad categories of attitudes such as attitudes toward the convalescent hospital program, the Aar, and return to duty. Subsequent efforts have in some cases attemp- ted to use more refined approaches and on others to study more immediate •oroblems. Thus, under the first head, as it became obvious that diagno- sis of the degree of operational fatigue is more important in this hos- pital than decision concerning its presence, the Convalescent Personal Inventory was modified by making it a multiolo-choice rather than a true- false test. It was hoped that, by assessing the extent to which a patient had each symptom, rather than merely the number of symptoms he had, a more sensitive measure would be made available. As data are now about to be accumulated for tho second form, the hypothesis has not yet been checked. Under the second head, work is being carried on for tho de- velopment of measures of patients* attitudes toward a number of specif- ic activities and hospital facilities, sc that effective aspects of the program can be played up and deficient aspects either eliminated or corrected. As the local psychological service and research program has matured, tho use of more complex methods for the study of more complex problems and the stressing of problems of immediate local importance has increased, ♦lid.attempt to diagnose predisposition to psychoneurosis by means of a clinical interview, and, building on this experience, to develop a test .or inventory for the measurement of predisposition, is an ambitious ex- “ample of this trend. It is anticipated that this trend will continue. Certain other types of research have been considered desirable in a convalescent hospital, but have not been attempted. For example, it would be desirable to evaluate the effectiveness of Convalescent Orien- tation or Group Personal Adjustment Conferences. In view of the vary- ing doubts occasionally expressed about this activity by convalescent training personnel and by psychiatrists, it would be desirable to have objective evidence not only of its popularity, which is already on hand, but also of its effectiveness in treatment. It would be wise to go fur- ther, and to compare the improvement brought about in patients by several types of convalescent orientation, ranging from lectures on appropriate psychological topics to group therapy based on intimate knowledge of the problems of carefully selected groups of patients. The same experimen- tal approach could well bo applied to other types of therapy, for example, the improvement resulting from various types of psychotherapy (e.g., with and without pentothal) as compared with that resulting from convalescent ’’training” in matched groups of mild and severe operational fatigue patients. The first project has not been attempted because of lack of a sufficient number of psychologists with the training and personalities needed for group therapy, the opposition of some psychiatrists to any- thing smacking of experimentation with their patients, the rapid turn- over of patients in some units, and lack of a sufficient number of small conference or discussion rooms. The second type of project has not been undertaken because of problems of introducing experimentation into a service set-up. Both types pf projects would face a problem in develop- ing criteria of improvement, although this could probably be overcome to the satisfaction of most psychologists and psychiatrists if the de- sire to conduct such an experiment were sufficiently strong. In conclusion, two major outcomes are expected from research con- ducted by this Branch; 1. A series of tests of combat reaction, attitudes, mental disfunction and predisposition to neurosis which will bo cl ! "I J of material aid in the classification, screening, and evaluation of improvement in patients; and 2. A series of studies, some of which will be repeated from time to time, which will throw light on the effectiveness of various types of convalescent training and therapy. It may seem surprising that little mention is made of the develop- ment of instruments for the placement of patients in convalescent ac- tivities; that they have not boon stressed is due to the fact that ex- perience has shown that interviewing a patient concerning his previous experiences and interests, with the aid of a simple interest check list or inventory, is the most economical and effective method of program placement, and that the greater objectivity of a battery of tests of intelligence, achievement, and interests would not be warranted by the typos of problems encountered in helping patients select activities in which they are to engage for only a brief period of time with satisfac- tion rather than proficiency as the objective. Research is, for the most part, better dorected toward more fundamental and more long-term problems. 118