Personality and adjustment problems of students in training for teaching: A contribution to development psychology.

This enquiry sets out to explore the hypothesis that students at Colleges of Education undergo a potentially stressful experience, with certain predictable areas of special difficulty. The study is based theoretically on findings from developmental and analytical psychology, with special reference to ego-development, and to the self-concept. Field-work evidence was collected from 3 major sources: (a) a written Questionnaire answered by students from 6 Colleges; (b) taped records of individual and small-group work done in a College of Education course over a 2 year period; (c) a study of 10 years work in psychological counselling -with manifestly disturbed students. Ensuing analysis, both statistical and clinical, of this material gave results which appeared to support both the general hypothesis and the underlying theoretical formulations. Suggestions were also outlined for constructive future action, designed to increase students' professional effectiveness and personal welfare.