The problem of this investigation is to determine the part that mental hygiene should and could assume in promoting the general efficiency of the educational program in the elementary grades.

This study was made to determine in what way mental health affects the general achievement of the child or how a child's achievement could affect his mental health; to study the causes for these upsets; and to apply remedial measures if such are advisable.

This thesis examines how mental hygiene principles were adopted for a student audience through the elementary-level health textbooks series, Health and Personal Development, used in Ontario schools from 1952 until 1963. In particular, I explore the didactic messages pertaining to mental hygiene as they related to girls. The results of this analysis demonstrate that healthy mental hygiene and personal development for girls, according to the textbooks, meant becoming wives, mothers, and homemakers, as their own mothers model. While these roles required many skills and responsibilities, and provided women with a certain amount of agency in the female-dominated sphere, girls were represented in the textbooks as having a limited set of options in life: to emulate their mothers’ feminine domesticity, or to risk a life marred by poor mental hygiene.

The aims of the Master's Thesis were: to analyze job satisfaction and to reveal the abidance by rules of mental hygiene among the employees of the primary school. The theoretical part describes basic concepts of job satisfaction, factors of job satisfaction and theories of work motivation. Questions of mental hygiene, factors of mental health and basic principles of good mental health are explained too. The practical part then discovers problematic factors of job satisfaction and critical points of mental hygiene among the employees of the primary school. The research was carried out thanks to these methods: the analysis of webpage, questionnaire surveys and an interview. The results of the research are well-arranged in tables, graphs and diagrams in the practical part. The most important findings and recommendation can be found in final parts and in the conclusion of this Master's Thesis.

No description available.

No description available.

O foco da pesquisa são as ações do Serviço de Ortofrenia e Higiene Mental, Seção do Instituto de Pesquisas Educacionais, da Diretoria Geral de Educação e Cultura do Rio de Janeiro de 1930, durante a chefia de Arthur Ramos (1934-1939). A intervenção do Serviço junto às chamadas Escolas Experimentais, buscou prevenir comportamentos considerados inadequados das crianças; objetivo que procura alcançar fazendo deslocamento conceitual de criança anormal para criança problema. Problemas que para o médico-antropólogo Arthur Ramos, e muitos dos seus colaboradores podem e devem ser resolvidos, já que são oriundos das relações produzidas pelos diversos grupos sociais dos quais as crianças fazem parte: família, escola, comunidade onde vivem Inicialmente levadas em seis escolas chamadas de experimentais, têm a pretensão de estender-se para todas as escolas públicas e, dessa forma, produzir, através da escola, novas formas de viver, agir, pensar na população em geral. A partir dos cinco anos que esteve à frente do SOHM, Ramos escreve o livro A Criança Problema, que tem como base empírica as fichas das crianças consideradas problemas. O tratamento teórico-metodológico dado ao trabalho advém da historiografia francesa ligada à história social e cultural no diálogo com a antropologia, buscando as contribuições da sociologia, da análise do discurso, e da micro-história italiana; utilizadas como ferramentas de trabalho, destacando o trabalho com as fontes. A articulação com a Antropologia tornou-se fundamental, para melhor vislumbrar as ações de Arthur Ramos, já que este buscou firmar-se no campo da Antropologia e seus escritos sobre educação é dirigido aos educadores, não sendo como educador que se identifica e nos seus combates políticos não é este lugar que busca ocupar. Buscar trançar foco e fundo constituiu-se no movimento da pesquisa e da escrita. / The focus of this research are the actions of the Service of Orthophrenia and Mental Hygiene (SOMH), Section of the Educational Researches Institute, from the General Board of Education and Culture of Rio de Janeiro of 1930, during the direction of Arthur Ramos (1934-1939). The intervention of the Service together with the so called Experimental Schools, sought for the prevention of behaviors considered inappropriate for children; goal that intends to achieve doing conceptual displacement of abnormal child to problematic child. Problems that for the physician-anthropologist Arthur Ramos, and many of his collaborators may and must be solved, since they result from relations produced by several social groups which the children belong to: family, school, community where they live. Initially, taken into six so-called experimental schools, they intend to expand to all public schools and, thus, produce, through school, new ways of living, acting and thinking of population in general. From the five years in which he was the head of SOMH Ramos writes the book A Criança Problema, which has as empirical basis the files of children considered problematic. The theoreticalmethodological treatment given to the work accrues from the French historiography connected to the social and cultural history in the dialog with anthropology, seeking for contributions from sociology, speech analysis, and from the Italian micro-history; used as work tools, highlighting the work with the sources. The articulation with Anthropology became essential for better understanding of the actions of Arthur Ramos, provided that he aimed to settle down in the field of Anthropology and his papers on education are addressed to educators, even though he is not identified as an educator himself and in his political struggles this is not the place he aims to engage. The search for connecting focus and funds constituted the movement of the research and the writing.

O foco da pesquisa são as ações do Serviço de Ortofrenia e Higiene Mental, Seção do Instituto de Pesquisas Educacionais, da Diretoria Geral de Educação e Cultura do Rio de Janeiro de 1930, durante a chefia de Arthur Ramos (1934-1939). A intervenção do Serviço junto às chamadas Escolas Experimentais, buscou prevenir comportamentos considerados inadequados das crianças; objetivo que procura alcançar fazendo deslocamento conceitual de criança anormal para criança problema. Problemas que para o médico-antropólogo Arthur Ramos, e muitos dos seus colaboradores podem e devem ser resolvidos, já que são oriundos das relações produzidas pelos diversos grupos sociais dos quais as crianças fazem parte: família, escola, comunidade onde vivem Inicialmente levadas em seis escolas chamadas de experimentais, têm a pretensão de estender-se para todas as escolas públicas e, dessa forma, produzir, através da escola, novas formas de viver, agir, pensar na população em geral. A partir dos cinco anos que esteve à frente do SOHM, Ramos escreve o livro A Criança Problema, que tem como base empírica as fichas das crianças consideradas problemas. O tratamento teórico-metodológico dado ao trabalho advém da historiografia francesa ligada à história social e cultural no diálogo com a antropologia, buscando as contribuições da sociologia, da análise do discurso, e da micro-história italiana; utilizadas como ferramentas de trabalho, destacando o trabalho com as fontes. A articulação com a Antropologia tornou-se fundamental, para melhor vislumbrar as ações de Arthur Ramos, já que este buscou firmar-se no campo da Antropologia e seus escritos sobre educação é dirigido aos educadores, não sendo como educador que se identifica e nos seus combates políticos não é este lugar que busca ocupar. Buscar trançar foco e fundo constituiu-se no movimento da pesquisa e da escrita. / The focus of this research are the actions of the Service of Orthophrenia and Mental Hygiene (SOMH), Section of the Educational Researches Institute, from the General Board of Education and Culture of Rio de Janeiro of 1930, during the direction of Arthur Ramos (1934-1939). The intervention of the Service together with the so called Experimental Schools, sought for the prevention of behaviors considered inappropriate for children; goal that intends to achieve doing conceptual displacement of abnormal child to problematic child. Problems that for the physician-anthropologist Arthur Ramos, and many of his collaborators may and must be solved, since they result from relations produced by several social groups which the children belong to: family, school, community where they live. Initially, taken into six so-called experimental schools, they intend to expand to all public schools and, thus, produce, through school, new ways of living, acting and thinking of population in general. From the five years in which he was the head of SOMH Ramos writes the book A Criança Problema, which has as empirical basis the files of children considered problematic. The theoreticalmethodological treatment given to the work accrues from the French historiography connected to the social and cultural history in the dialog with anthropology, seeking for contributions from sociology, speech analysis, and from the Italian micro-history; used as work tools, highlighting the work with the sources. The articulation with Anthropology became essential for better understanding of the actions of Arthur Ramos, provided that he aimed to settle down in the field of Anthropology and his papers on education are addressed to educators, even though he is not identified as an educator himself and in his political struggles this is not the place he aims to engage. The search for connecting focus and funds constituted the movement of the research and the writing.

This thesis examines how mental hygiene principles were adopted for a student audience through the elementary-level health textbooks series, Health and Personal Development, used in Ontario schools from 1952 until 1963. In particular, I explore the didactic messages pertaining to mental hygiene as they related to girls. The results of this analysis demonstrate that healthy mental hygiene and personal development for girls, according to the textbooks, meant becoming wives, mothers, and homemakers, as their own mothers model. While these roles required many skills and responsibilities, and provided women with a certain amount of agency in the female-dominated sphere, girls were represented in the textbooks as having a limited set of options in life: to emulate their mothers’ feminine domesticity, or to risk a life marred by poor mental hygiene.

This thesis examines how mental hygiene principles were adopted for a student audience through the elementary-level health textbooks series, Health and Personal Development, used in Ontario schools from 1952 until 1963. In particular, I explore the didactic messages pertaining to mental hygiene as they related to girls. The results of this analysis demonstrate that healthy mental hygiene and personal development for girls, according to the textbooks, meant becoming wives, mothers, and homemakers, as their own mothers model. While these roles required many skills and responsibilities, and provided women with a certain amount of agency in the female-dominated sphere, girls were represented in the textbooks as having a limited set of options in life: to emulate their mothers’ feminine domesticity, or to risk a life marred by poor mental hygiene.