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Counseling the Shy Adolescent:
A Case Study Approach from
an Existential Viewpoint
by
Dianne Folkmann Hardtke, B.A.
An Essay Submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements
for the Degree of Master of Education
Milwaukee, Wisconsin
November, 1979
TABLE OF CONTENTS
I. INTRODUCTION ..
II.
A. The Problem and Its Importance.
B. Definitions
1. Shyness . . . . . . . 2. Existential Viewpoint in Counseling
REVIEW OF RELATED LITERATURE ....
A. Research of Shyness . . . .
l. 2 • 3. 4 . ,5 • 6.
Trait-Factor Theory. Psychoanalytic Theory . Behavioral Theory . . Social Theory . . . . Physiological Theory. Existential Theory ....
B. Implications of Literature Review for the Study . . .
III. PROCEDURE FOR STUDY
A. Defense of Case Study .
B. Description of Case Studies
IV. CASE STUDIES ..
A. Daniel ..
1. Description. 2. Interpretation.
B. Kim
1. Description .. 2. Interpretation ..
1
3
3 4
8
8
8 9 9 9
10 10
11
12
12
13
15
15
15 22
25
25 31
............. ---------------------------TABLE OF CONTENTS CONTINUED
V. CONCLUSIONS AND
A. Conclusions
B. Summary . . C. Suggestions
D. Hypotheses.
E. Reflections
SELECTED READINGS .
APPENDIX A.
APPENDIX B.
SUMMARY · .
· · for Further Research.
. . . . . · · on the Study. · ·
· · . · · · 37
· · · 37
· · 40 .
41
· · . · · · 42
· · 43
' . . . . . . . .
>
I. INTRODUCTION
"I am Tired
... of groping for someone to understand,
and never finding that one.
.. . of always reaching,
but never quite attaining.
I am tired
... of myself,
an insecure, hollow being.
Tired, yes i am tired."
written by a teenage
student in Texas.
A. The Problem and Its Importance
Much energy and attention in educational settings is
generally devoted to the obvious "problem" adolescents who
choose to outwardly display their intense inner struggles
and frustrations. Comparatively little attention, however,
is focused on the shy, withdrawn student. The unassuming
pupil often gains recognition only as a welcomed respite in
the myriad of more taxing, demanding students.
While shy adolescents face equally crucial struggles
and frustrations, due to their chosen low profile, they
often remain unassisted and untouched by their counselors.
The shy student frequently faces a lonely and needy exis-
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tence, continually struggling with ambivalent desires of
recognition and anonymity.
Because counselors profess to strive toward meeting
the needs of all their students, it is thus imperative that .
sensitivity, understanding and concern be particularly ex
hibited toward the unique needs of shy students.
How may the particular needs of shy adolescents best
be met? Through the years, trait-factor and behaviorist
counseling approaches have often been utilized in dealing
with the problems of shyness. Recently, such theorists as
Zimbardo and Girodo have devoted much study to the issue of
shyness and adhere to a sociological approach in their
shyness clinics.
Obviously, there exists a host of counseling ap
proaches, the merits of each which could long be debated.
It is not the intent of this essay to evaluate or contrast
these approaches. Rather, it is the writer's desire to ex
plore the benefits of an existential viewpoint in counsel
ing shy adolescents.
To add clarity to the intent of this essay, an under
standing must first be reached regarding the concepts
"shyness" and an "existential viewpoint" in counseling.
Following a discussion of these terms, will be a review of
the related literature, a brief defense and description of
the procedure of study, two individual case studies, and
lastly, implications and conclusions of this study.
2
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B. Definitions
1. Shyness
Shyness is a term which defies simple definition, due '
to the varied implications the term connotes. To some, shy
ness might be regarded as an appealing reservedness or a
mere preference for sp1itude to sociobi1ity. At the other
extreme, others might view shyness as an incapacitating
barrier to a healthy interaction with people, and thus a
deterrent to an enjoyable life. Shyness, then, is a con
cept which covers the broad spectrum, from uncomfortable
bashfulness to a chronic trepidation and avoidance of
people.
Current researchers offer varied nuances in their def
initions of shyness. Rohrer and Sutherland (1978) view the
term as an active, rather than descriptive one; that is,
shyness is not something a person has, rather it is some
thing a person does. To them, shyness is considered a
series of choices: a choice to remain passive, a choice to
withhold feelings, a choice to disregard attentions of
others, and a choice to dwell on fantasies, wishes and one's
future or past, rather than on present moments. Girodo
(1978) attests that shyness is a socially induced phenomena
which is comprised of three elements: undeveloped social
skills, social anxiety, and mental bias or "negative think
ing."
While quite obviously no single definition can fully
encompass the entire range and levels of shyness, for the
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purpose of this study, a description 'set forth by Pilkonis
and Zimbardo (1979) shall be utilized. To them, shyness is
a multidimensional concept which includes cognitive, affec-·
tive, physiological and behavioral components. Zimbardo
(1978) further states that shyness is a It ••• shrinking
from human contact with others, often because of a feeling
of inferiority and fear of taking risks. Shyness is an
alienating force that prevents us from realizing our full
potential and enjoying the company of other people. 1t
It is the multidimensional aspect of shyness which is
particularly noteworthy in this study. Shyness, then, is
not mere ignorance of particular social skills; rather, it
is an entire attitude and approach to living, comprised of
one's beliefs and emotions as well as behaviors.
2. Existential Viewpoint in Counseling
Recognizing that existential philosophy is as diverse
and unique as its individual proponents, it is nevertheless
possible to recognize broad themes cornmon to existential
theories and thereupon devise an existential counseling
viewpoint. Frey and Heslet (1975) have explored the com
monalities of various individual existential theories and
offer the following definition, which will serve as a basis
for our discussion:
Existential counseling includes both a philosophy
and practice that centers upon the existing per
son as he is emerging and becoming in terms of
himself, others, and the world. Existential
4
counseling implies that both the counselor and
client are active partners in the developing
process of making proactive decisions and imple
mentations.
"
An existential view in counseling emphasizes the ~-
cess rather than method; that is, the counselor-client re
lationship is deemed much more crucial than the various
techniques used. Patterson (1966) describes various char
acteristics of this vital counseling relationship. Recog
nition of the client as a separate, unique being and respect
for his personhood are necessary conditions on the part of
the counselor, along with genuine, empathic understanding.
Manipulations, pressures toward conformity, and judgements
have no place in the counseling relationship. In this in
tense relationship, the counselor must also be willing to
leave his self-centered world for a time, entering emotion
ally and intellectually into the world of his client. A
mutual confidence and trust is imperative in the inter
actions between client and counselor. The absence of
threat, along with an atmosphere of openness, honesty and
integrity comprise additional characteristics of the coun
seling relationship. The existential relationship in coun
seling perhaps is best typified in Buber's "I-Thou" En
counter, in that the counselor's concern is for the sake of
the client.
Frey and Heslet (1979) state that the major aim of
existential counseling is "to begin with the fact of a per-
5
son, to experience with him the individual quality and
character of his life, to focus upon the human themes oc
curring in the life and to specify and work through real
life applications and implementations." Van Kaam (1966, b)
further specifies goals of existential counseling as en
couraging the client toward self-respect, self-understanding
and self-acceptance. The existential counselor also en
courages the client to realize his personal freedom of
choice, while accepting responsibility for his chosen ac-
tions. It is a goal of existential counseling to nurture
the dynamic existence of the client; that is, to recognize
life in terms of growth, change, and development. The
existential counselor also encourages the client to accept
the present and to realize authentic conflict which con
tinually exists throughout life. The client is urged to
shun stagnation and striving toward an unobtainable,
crisis-free existence, and is rather prompted to undertake
a complete, active embracing of his existence in the world.
In summary, then, existential counseling is primarily
a relationship; an active encounter between client and
counselor. The intent of the existential counselor is not
merely to attack a single problem of the client at one par
ticular point in time, but rather to address the client's
entire personhood. The existential counselor strives
toward aiding his clients in acceptance of their freedoms
and responsibilities. Existential counseling is an on-
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going process which strives toward continual client growth
and which disregards immediate, conclusive "remedies."
7
II. REVIEW OF RELATED LITERATURE
A. Research of Shyness
Until recent years shyness had largely been regarded
as an innate personality factor which usually somehow dim
inished with chronological age. Much literature exists re
garding the nature and etiology of shyness from such a
standpoint. Currently, a contrasting emphasis is emerging
in regard to research of shyness. With the assumption that
shyness is a learned, rather than inherited factor, present
attention is devoted to the consequences of shyness, along
with strategies for intervention and treatment. Shyness
has been explored from the viewpoint of various theories,
such as trait-factor, psychoanalytic, behavioral, social,
physiological, and existential theory.
1. Trait-Factor Theory
Trait-factor theorists have perhaps offered the most
prolific studies on shyness. They, almost exclusively,
have attempted to. explain the nature and etiology of shy
ness. Cattell (1973), a devout trait-factor theorist, pro
vides a detailed description of the inherited "H-" person
ality factor which he believes to be present in all shy
persons. Adhering to a theory of four inherited temper
ments, LaHaye (1966) views shyness as a component of the
melancholy temperment. Flanagan (1935), Guilford and
Guilford (1936) and Comrey (1961) are others noted for
their trait-factor approach of shyness.
8
2. Psychoanalytic Theory
While psychoanalytic theorists have not dealt exten
sively with the particulars of shyness, several have ex
plored its origins. Believing that shyness stems from a
disruption of the harmony between one's ld, Ego, and Super
ego, psychoanalytic writers such as Kaplan (1972) and Mahler
(1968) have made a contribution to the field. Kafka (1971)
provides case studies interpreted from a psychoanalytic
view, which portray shyness in an extreme degree.
3. Behavioral Theory
Behaviorists, viewing shyness as a learned reaction to
social events, have contributed mainly in the area of treat
ment for the shy. Blaker and Bennett (1970) propose the use
of behavior modification techniques in overcoming shyness,
as do Hosford and Sorenson (1969).
4. Social Theory
Social psychologists believe society, with its practice
of attributing labels to individuals, is the root of shy
ness. The majority of emerging literature is based on such
an approach, Zimbardo being its leading theorist and spokes
man. His several books and articles reflect in-depth re
search on the nature and causes of shyness, methods for
combatting its negative effects, and suggestions for pre
vention. Pilkonis (1976) offers valuable insight regarding
the public and private components of shy behavior. Quite
an extensive amount of research has been done regarding
societal attributions and labeling as factors in shyness by
9
Kelley (1971), McArthur (1972), Shaver (1975), and Eriks~ri
(1965), along with Ross, Rodin and Zimbardo (1969). Pre
sently, there is also emerging a number of unpublished
essays, theses, and dissertations from Stanford University
which address various aspects of shyness from a sociological
viewpoint.
With increasing popularity, the barrage of current
"self-help" manuals attack specific problems ranging from
weight control to fear of strangers. Accordingly, the prob
lems surrounding shyness have not escaped mention in this
realm. Dyer (1976) and Girodo (1978) both offer specific
techniques and exercises for overcoming the malady of shy
ness, the latter even boasting a week to ten day "cure"
rate!
5. Physiological Theory
In a more physiological light, some writers portray
shyness as a consequence of various physical impairments,
such as hearing problems (Payne and Payne, 1970) or poor
dental hygiene (Linn, 1966). A postulation that shyness is
a direct result of physical handicaps is offered by Bose and
Benerjee (1969). Stunkard and Mendelson (1967) discuss the
relationship between obesity and shyness, while Johnson
(1973) examines reticence (or shyness) from a speech thera
pist's view.
6. Existential Theory
The existing literature on shyness demonstrates an
obvious void in its treatment from an existential viewpoint.
10
A few existential writers deal with the issue indirectly;
however. Schmitt (1979), in various case studies, alludes
to shyness in his emphasis on the existential relationship '
in therapy. Through extensive study and therapy with
schizophrenics, Laing (1959) discusses the nature of self
consciousness, which, in part, describes shyness in an ex
treme form.
B. Implications of Literature Review for the Study
Despite growing recognition and exploration of the
nature and treatment of shyness from various theoretical
views, the body of related literature from an existential
standpoint remains scant. Aside from germane . topics such
as loneliness, isolation, alienation, et al., major exis
tential writings leave the topic of counseling the shy
individual virtually untouched. Thus, this study proposes
to address this issue in exploring the benefits of an exis
tential counseling theory in working with shy adolescents.
11
III. PROCEDURE FOR STUDY
A. Defense of Case Study
As mentioned previously, an existential view in coun
seling places great emphasis on the counselor-client rela
tionship and stresses the uniqueness of the individual.
With this in mind, it follows that the use of individual
case studies would serve as appropriate measures in explor
ing and understanding shy adolescents.
While the use of tests and inventories might provide a
description of various behaviors, attitudes, and emotions
indicative of shyness, they would merely represent a partial
picture of the individual and would offer little in the way
of underlying motives, causes and concerns of the shy indi
vidual. In their effort to compile and generalize knowledge
regarding factors of personality, it would appear that such
statistical analyses often undermine the depth and com
plexities of human lives.
In contrast, the case study provides a rich, broad,
longitudinal portrayal of the individual, by employing a
variety of means such as oral exchanges and personal obser
vations, as well as written communications. In defense of
the case study method, Rothney (1968) comments on the use
of such well-used, yet effective, techniques, stating: "If
these tools are sharpened ... the case writer can place
more reliance on them than on some of the widely advertised
devices which are more normative but less personal and
12
which lack the flexibility required when dealing with per
sons, one at a time." It is this writer's contention that
a case study approach is most effective in providing in
sight to the unique needs and concerns of shy adolescents.
B. Description of Case Studies
The subjects selected for the following case studies
are two junior high school students with whom the author be
came acquainted while employed as a school counselor in a
suburban junior high school. Daniel, a ninth grade male,
was initially referred for counseling due to his failing
grades. Kim, an eighth grade student, had been referred by
a fellow counselor who felt Kim would respond more bene
ficially to a female counselor.
A variety of tools were utilized in preparing the case
studies which follow. Such tools included several inter
views and sessions with each student, personal observations,
anecdotal and cumulative records, tests and inventories,
parental and teacher interviews, as well as self-report
data, such as drawings, essays, poetry and journal entries.
Each tool provided valuable insight into the person
alities of Daniel and Kim from slightly varied perspectives.
The numerous individual interviews and sessions with each
teen enhanced understanding of the complex components of
their shyness. Throughout these hours, relevant patterns
of feelings, behaviors, and thoughts gradually emerged.
Anecdotal records noted past behaviors of Daniel and
Kim, as well as observations and comments from their respec-
13
tive teachers. The cumulative records offered a statement
of past grades and school attendance. Scores from intelli
gence and achievement tests were also reported, along with .·
results from interest inventories and general aptitude
measures.
Parental interviews proved extremely valuable by re
vealing past experiences which may have influenced the shy
ness of these adolescents. Both parental and teacher con
ferences served as excellent methods of monitoring changes
and/or progress on the part of these students.
Self-report data from Daniel and Kim added an indub
itable richness to the studies. The personal and candid
written expressions offered by both students revealed a
wealth of intense feeling which had been untapped by other
sources.
In the course of nearly two years, an attempt was thus
made to gain insight and an understanding of Daniel and Kim
as well-rounded, unique individuals. To further capture a
composite picture of these students, observations and in
terviews were conducted in home as well as school settings.
14
IV. CASE STUDIES
A. Daniel
1. Description
Daniel B. first appeared in my office rather disheveled
and in obvious terror of this first encounter with his coun
selor. He displayed varied signs of extreme nervousness
and tension. Attempts to hide trembling hands were to no
avail; unmistaken fright registered upon his face. Eyes
continually downcast, this young teen revealed an obvious
stuttering difficulty in his first attempt at communica
tion, and was thereafter unwilling to speak at all. An oc
casional nod was Daniel's sole response throughout the re
mainder of the session. After periods of seemingly endless
silence, the first session was brought to a close with
Daniel appearing quite relieved to be released from this
involuntary confrontation with a stranger.
So ended a rather frustrating session and marked the
beginning of a two-year relationship with this withdrawn,
shy individual. The need obviously arose for a deeper
understanding of Daniel's extreme shyness; this seeming
trepidation of human contact. Subsequent sessions and
further investigation revealed much of Daniel's private,
painful world.
Born into a lower middle class family, Daniel was
raised in a somewhat unkempt neighborhood of a Milwaukee
suburb. Being the middle son in a fairly large, boisterous
15
family, he resided with two older brothers, two younger
stepbrothers, mother, stepfather and pet dog. Home life
for Daniel appeared quite unstructured, and at times, per
haps chaotic. In his words, home was a place "where every
thing is happening all at once, and you never really know
what is going to happen next." Despite the outgoing, some
what overbearing nature of other family members, mutual
support and respect for fellow members appeared quite prev
alent. Living under somewhat cramped conditions, each of
the boys slept in the basement, their "rooms" partitioned
by thick blankets. While Dan expressed the desire for some
day having a room "with regular walls and real doors and
everything," he frequently stated the strong need and ap
preciation for the bit of privacy he could enjoy. He re
flected on many hours of welcomed solitude and escape spent
in his own space.
Daniel had long been considered shy by parents and
teachers alike throughout his childhood and elementary
school years. Mrs. J. described her son's younger years as
extremely alarming and reclusive: "Always hiding in his
own world, Danny would sit for hours in his darkened room,
just staring blankly at the wall." Remaining distant from
all other family members, Daniel's early school years ap
peared quite lonely and perplexed. Until his seventh year
of schooling, Mrs. J. frequently made trips to school with
a change of clothing for Daniel, who had difficulty with
bladder control.
16
Daniel's withdrawal was met with equal ~oncern from
his elementary school teachers. They described Daniel's
habit of frequently preferring seclusion from all others,
sitting with a coat placed over his head. Comments from
his early teachers proved consistent: "Daniel is extremely '
withdrawn in class," "Daniel is considered 'odd' or 'out of
it' by peers," "Daniel doesn't participate in group acti
vities," and, "[Daniel is], in general, a real loner."
Testing indicated Daniel's level of intellectual func
tioning to be in the high average range, thus unexplaining
of his repeated unsatisfactory grade reports. During Dan's
fifth year of schooling, it was recommended to Mrs. J. by
school personnel that her son receive outside, professional
counseling regarding his problems of shyness and inability
to function "up to his capabilities," along with speech
therapy to combat the stuttering problem. Mrs. J. complied,
and with great expectations took Daniel to both a local
clinical psychologist and an acclaimed speech therapist.
However, after three years of virtually no change or im
provement in her son's emotional or behavioral condition,
Mrs. J. decided to terminate the sessions, much to her dis
couragement and Daniel's relief.
Upon entering junior high school, this young adolescent
plodded along in much the same manner; virtually friendless,
uncommunicative, and often in a seeming world of his own.
Additional remarks from several of Daniel's later teachers
reflected an unchanging portrayal:
17
While observing Dan in his social studies
class. . ., I noted several things. Daniel is
definitely a loner. He chose a seat at the be
ginning of the hour that distanced him from every
one in the room. Dan spent the first fifteen
minutes staring at the ceiling while all the
other students took notes. He seemed totally
detached from his environment.
He is a loner in physical ed. and is 1n
serious trouble in his academic courses.
[Daniel] Has above average intelligence, but
runs into trouble because of his withdrawing at
titude.
After extensive psychological testing, the school psy
chologist found Daniel to be "living in a fantasy world,
demonstrating unrealistic thinking toward the future." She
also viewed him as very withdrawn, shy, yet quite manipu
lative. Finding this teen to be "totally unresponsive" she
recommended that he be placed in special classes for the
emotionally disabled students.
During one particularly lengthy session shortly after
the testing, Daniel confided his boredom in undergoing "all
the psychologist's long, time - consuming tests." Daniel's
additional following comments further revealed his learning
attitudes:
Just because I'm quiet and don't feel like talk
ing to them [teachers], and because I don't hand
18
in much homework, I know they all think , I'm
stupid. So, now they're giving me all these
tests to find out the mystery of why I don't
perform like I should. I realize the impor-
tance and necessity of knowing the subject mat
ter, and I do listen and learn things in class.
I just see that busywork as a waste of time ...
I like taking tests just to show myself how much
I know. I don't care at all about grades ....
Daniel then expounded on his negative feelings regarding
pressure toward conformity and competition within school
systems, stating a particular disdain for the physical ag
gression and competition in his physical education class.
Viewing most of his classes with passivity and apathy, Dan
revealed a sole exception. Speaking enthusiastically of
his art course, he commented on his enjoyment in expressing
his inner feelings through drawings. A favorite emotional
outlet, Dan added that he draws when he is "feeling con
fused or mad. I'd rather do that than get in a fight with
someone."
In the past years, Daniel has acquired two additional
means of self-expression. Music and poetry have come to
merit particular importance in this young man's life. Feel
ing much ~ore adept in expressing himself via the written
rather than oral word, he views paper and pen a near-panacea
for working out private feelings, whether joys or pain. "I
just love writing poetry," he commented one day, "I'm not
19
bound by all those rules of sentence structure, punctuation,
paragraphs and stuff like that. I know I'll always write,
'cause it has helped me grow." He began eagerly sharing
several of his poems with me, and, on occasion, extended the
privilege of perusing various expressive, sensitive journal
entries.
An obvious radiance was apparent in Daniel when the
conversation turned to music. With an older brother's gui
tar, he first began merely strumming a few self-taught
chords. His appetite whetted, he then began saving his
money in order to purchase a new bass guitar. Realizing
and encouraging their son's growing interest, his parents
paid for weekly lessons. Now, voraciously involved, he
claims to have dedicated himself wholly to music, to the
neglect of nearly all else. Both composing and performing
songs, he recently joined a small amateur band and dreams
of someday cutting records. As this interest and talent
grew, Daniel later suggested I listen to his performance.
As he played with intent concentration, an uncharacteristic
assurance and confidence were evident in this young student
upon the first note; his enrapt dedication was unmistakable.
In conversation with Daniel today, one is struck by
his observant sensitivity. His appreciation of nature and
abilities of allusion are quite noteworthy. On a recent
occasion he related one particularly reflective time in
walking through the woods. "I carne to the proverbial 'two
roads in the woods'. One was obviously shorter, but had
20
more briers. I had to make a choice. ' Made me think whai
seems to be the 'easiest' way in life may not always be the
least painful."
Presently, Daniel's self-view is strikingly different
than that of two years ago. In earlier years Dan had ex
pressed and exhibited various feelings of inadequacy, lack
of self-worth and alienation. Having viewed himself as
"much shyer than other people," Dan had revealed fears of
judgement from peers, as well as authority figures, and thus
had chosen to remain obscure and removed from those who
could potentially hurt him. A journal entry from this
period expressed his view: "'Tis better to remain silent
and be thought a fool than to speak and remove all doubt."
Presently, in place of an inhibited and withdrawn self
denouncing individual, appears a maturing adolescent with
an air of reservedness and increasing self-acceptance. In
the past two years Daniel's stuttering has abated, and
Daniel displays a marked increase in eye contact during con
versation. It is noteworthy too, that this young teen now
offers his opinions and attitudes, in contrast with prior
periods of mute, silence.
Today, this young student yet admits to experiencing
shyness and still views himself as a loner. However, his
self- concepts and inward att,itudes regarding his shyness
appear quite drastically altered. Perhaps Daniel's own
thoughts shared in a final session best reflect this
, growth:
21
I always did feel different from most kids my age.
You know, so many seem artificial; they always
follow trends. Urn ... like everybody loves disco.
Well, I hate it! I'd take classical or quality
rock music any day. And everyone else cares so
much about their clothes. I just want to be com
fortable. Before, I thought something was wrong
with me for being so different. Now I'm actually
enjoying the difference. . . Guess I'm start-
ing to not care so much what other people
think.
2. Interpretation
Previously it was stated that shyness is a concept af
fecting one's cognitive, affective, physiological and be
havioral make-up. Daniel quite obviously displayed shyness
in each of these areas. Cognitively, he believed himself
to be quite inferior in most respects in comparison with
others. His simultaneous awareness and self-blame for his
uniqueness led him to feelings of worthlessness. School
life had been painful for Daniel in that he was receiving
continual feedback of never measuring up to the standards
of others. Due to poor grades and his somewhat different
interests from his peers, Daniel had come to believe that
he was somehow unacceptable; surely "different" was equated
with "inferior." A belief that his opinions and ideas were
certainly of less importance than those of others kept
Daniel within his prison of silence. An admitted preoccu-
22
pation with a supposed inferior self left him unable to
experience any pain or joy those around him might have been
facing.
Perhaps the well-meaning tests and analysis of Dan's
problems only served to increase his feeling of isolation
and shyness. Rather than a description of his problem, it
appears that this young teen was seeking some deeply per
sonal contact, a mere affirmation of his personhood.
In the affective realm, Daniel initially reported ex
periencing a tremendous loneliness and fear of most people,
particularly those in authority or peers of the opposite
sex. A sense of panic and dread grew to immobilize him
during most interpersonal interactions; performance in
front of a group came to be avoided at all possible costs.
Intense fears were rapidly driving him to isolation from
virtually any real human contact.
Shyness also manifested its traits in a physiological
way. In a shyness inventory (Zimbardo, 1977) Daniel re
ported frequently experiencing a rapid pulse rate and heart
pounding, along with extreme nervousness.
Dan's actions, too, often typified his shyness. Ini
tial avoidance of eye contact, disassociation from others,
and a lack of ability in expressing his ideas, thoughts,
and feelings were quite characteristic of Daniel's earlier
behaviors. Upon experiencing acceptance and positive re
gard in the counseling experience, several changes seemed
apparent in regard to Dan's shyness. Following the first
23
several sessions (which seemed to pro'mpt little observable
change in this student), Mrs. J. phoned to report what she
considered tremendous advances in her son's behavior. His
lethargy waning, she noted his increasing communication and ,
desire to share his thoughts. He had confided to her "how '
great it is to finally have someone really listen, and care,
and think I'm OK." She later noted a "growing concern for
others on Danny's part," and expressed amazement that her
son was finally "opening up" to someone. For these changes,
Mrs. J. eagerly offered her appreciation and delight.
Although on occasion, Dan apparently experienced feel
ings of an anonymity in his large family, it appears that
he nevertheless felt the underlying support and acceptance
which his family offered. Daniel seemed particularly ap
preciative of his mother's growing awareness and recognition
of his individuality; his need to be distinguished from his
siblings.
It seems evident that Daniel had been yearning the
universal needs of acceptance and appreciation of his uni
queness. In a later session, the young teen reflected on
the fulfillment of such needs, then presented me with a
drawing (Appendix, AI). He explained the artwork as indi
cative of his new-found freedom of self-acceptance and
newly-realized freedoms of choice. In a final session, he
spoke of the overwhelming experience of being heard and
truly understood by another and how such an experience led
to a change in his thinking. In parting, Dan presented a
24
poem he had recently penned (Appendix, A2), e.xtolling the
virtues of authentic communion and communication. One must
concur with Daniel and with his family; indeed this teen
has come a long way.
B. Kim
1. Description
A petite, blonde, blue-eyed girl, barely in her teens,
approached the office and hesitantly identified herself.
She had been asked to come in for an initial session with
her "new" counselor and was eyeing this supposedly "con
cerned" stranger with detached skepticism. This defense
was not to be easily shaken in our ensuing year.
Kimberly H. hailed from a large family of middle class
status. Both parents lead active lives; Kim's mother was
employed as a billing clerk in a nearby hospital; her
father held a supervisory position in a bottle distributing
firm. Kim reported no particular bonds of closeness to
either her brothers (aged 10, 11 and 16) or two sisters
(aged 9 and 18); yet neither were there feelings of hos
tility. Ambivalent attitudes toward home life were evident
in Kim. At times she remarked on the frenzied atmosphere
of her home, enjoying being "able to get lost in the middle
of all those people. I can be almost invisible." Yet in
other instances this seeming invisibility evoked strong
feelings of resentment. "I really don't matter to anyone
there. Everyone at home has their own life, their own
problems to worry about."
25
Kim considered privacy a must and reminisced fondly
of building forts of blankets in the living room as a
youngster, in order to escape contact with other family
members. "Even now sometimes I hide under the dining room
table with a blanket over my head just to get alone with
my thoughts. Sure wish I had a place of my own."
Kim's relations with her parents appeared rather
strained, distant. In several conversations, Mrs. H. spoke
disapprovingly of her daughter's silliness and "foolish,
unrealistic" ambitions of entering the theater. Throughout
various sessions, Kim often acknowledged her mother's dis
approval by prefacing remarks with, "I know my mother would
think this is stupid, but ... " Rapport with her father
appeared little better than that with her mother. "Some
times we [Kim and her father] talk, but he just talks about
scientific things, like the price of oil; things that don't
really matter much to me." Both of Kim's parents commented
on her shyness and withdrawal from other people; they ex
pressed concern regarding her unwillingness to "open up
and discuss things" with any family members.
Since her kindergarten days, Kim displayed a consistent
preference for solitude, of which her various teachers ex
pressed concern:
There are only two children Kim socializes
with. .. She is usually alone.
Kim is an extremely quiet girl. It took
over three weeks before she would even speak to
26
me. Now she only talks to me p~riodically,
privately - but always very quietly. She is
often alone and doesn't have too many friends.
She needs to overcome some of this shyness and
gain some self-confidence. (Additional comments,
Appendix B-1, 2)
Upon extensive mental and psychological testing, a
school psychologist reported:
Intellectually, Kim is functioning within the
average range of mental ability at the lower
limits. Other test responses indicate that
Kim is immature, impulsive, disorganized, and is
either visually perceptually handicapped, or suf
fering from a neurological developmental lag.
She may also experience a generalized insecurity
and a feeling of overwhelming forces in her en
vironment. There seems to be much anxiety
present ...
Kim was thereafter placed in several remedial classes.
Although her grades throughout her beginning junior
high school years were consistently only average and below,
surprisingly, Kim displayed remarkable intellectual capa
bilities in the course of our counseling sessions. Her ex
tensive vocabulary and vivid, explicit imagination appeared
out of keeping with her placement and status in her classes.
In discussing the inconsistency, Kim related:
27
Yeah, I'm in all these special classes. That's
a nice way of saying I'm dumb. They're so boring,
but I belong there because the other kids in
there are weird too. .. I have to act silly or
else I'll become bored, or worse, depressed. . .
When a teacher asks me how to do a problem, some
times I purposely give a wrong answer and then
pretend ignorance of the correct procedure ...
I like to get back at them [the teachers] and
get them flustered. Sometimes, though, I
think maybe I'm not really dumb. Just because
I'm shy and all doesn't necessarily mean that.
Kim expressed extreme fear of many of her teachers and
stated that she would not initiate contact with them even
in situations where she was in particular need of assis
tance. Most authority figures appeared threatening and
somewhat frightening to this young girl. "I feel like a
little mouse who could be swept away by her [Mrs. A., a
teacher] broom." Expressing dislike and boredom for most
of her classes, she offered one exception. Science class
was a favorite because "Mr. G. [science teacher] listens to
me."
The young adolescent often spoke of feelings of lone
liness and her lack of friends. She claimed having only
two friends her own age and added that even they "can't
be trusted. I know they think I'm clumsy and stupid." The
lunch hour and her physical education class were times of
28
particular stress in Kim's life, due to their nature of
socialization. Our conversation regarding her abhorance of
physical education class included:
I'm just such an outcast in there.
That must hurt.
No. If they [her classmates] don't want me,
I don't need them either. (Pause) We 11, maybe
it hurts a little, but I've got to just get over
it.
The majority of Kim's acquaintances were elementary
school age children, much to her parents' disliking. Kim
displayed an attraction for younger children's toys and
often yearned for a return to childhood. Preferring the
companionship of younger children, Kim felt more accepted
by them than her peers and saw no need for pretense with
them. It was apparent to Kim that she was somehow different
than other students her age. She conveyed her feelings of
isolation: "All they [her classmates] care about are disco
dancing and chasing boys."
Kim's interests revealed her adoration of solitude.
An avid reader, she treasured moments spent alone with her
books. Her desire to act, write and direct plays was over
riding, as she often enthusiastically shared her latest
script with me.
Enjoyment of classical music was another of Kim's
characteristics. Particularly admiring Van Cliburn along
with other concert pianists, Kim wistfully acknowledged his
29
talent.
flute.
Her own talent shone in her performance on the
Although a school band member since fifth grade,
Kim wasn't particularly fond of performing in a group.
"I'd rather play alone; play the music I prefer."
Throughout the year of counseling sessions, Kim's
guarded defenses very gradually lessened. A rigidity of
posture disappeared with her increasingly relaxed emotional
state. One day she expressed appreciation of the freedom
of physical and verbal expression experienced in our ses
sions. "As soon as I'm in this office, and the door is
closed, I feel like a fist unclenching. I can even sit
like this [cross-legged] and it's OK; not like in class
and home, where I always have to sit straight and formal.
Why can't it be safe like this out there?" Half-way into
the school year, this timid young teen expressed a desire
to be included in a group counseling session. Feeling the
need for communication with others of her age group, she
joined and became a valued member.
In the final weeks of her eighth year of schooling, a
conference was held with Kim's parents. They had remarked
enthusiastically on Kim's progress throughout the school
year regarding her attitudes. Mrs. H. noted, "I just didn't
know what to do with her 'I-don't-care-attitude!' I've
seen such a change in her. You're one of the few people
she ever opened up to." Two of Kim's teachers and her for
mer counselor also noted somewhat of a change in Kim's
ability to socialize with her peers. In later sessions,
30
Kim herself reported on the progress ~hich she felt had
occurred throughout the year.
It helped so much to open up and be understood by
at least one other person. I never before
would've trusted anyone enough to show them my
journal. I think it's been important to talk
to someone. It helped me realize things I didn't
know I felt. You know, I'm not really shy now.
I'm still alone a lot, but I like myself - I'm
discovering myself and will continue to do that
'til I die.. But, there's still so much I
don't know. I'm still so different from
everybody, but I'm kinda glad I am. I used to
think I was crazy; now I see that as creativity!
2. Interpretation
Intellectually, Kimberly had mistaken her uniqueness
for maladjustment, and thus had held to such self
discriptors as "weird," "stupid" and "clumsy." Such nega
tive self-concepts led her to underestimate and negate her
own capabilities. Resting on the assumption that her in
tellectual capabilities were far inferior to those of
others, it seemed she gladly accepted data which served to
reinforce such beliefs; hence, she attempted to convince
herself of a "belonging" in remedial classes, despite her
obvious boredom with the simplistic work assignments.
A strong, persistent sense of disapproval from her
mother seemed to guardingly influence Kim's cognitions, as
31
this young girl frequently qualified her statements in
accordance with her mother's presumed views. It appeared
that Kim's sense of anonymity and invisibility in her fam
ily augmented her beliefs of insignificance. Because her
parents and siblings expressed no desire to know and under
stand her, Kim thus presumed her entire personhood was of
little importance.
Interestingly, it had been determined by highly trained
personnel that Kim's intelligence level was in the lower
average range, with her grades fulfilling such a disgnosis.
However, perhaps Kim's shyness was often mistaken for ignor
ance and lack of intellect. Upon establishment of solid
communication within our sessions, Kim had repeatedly de
monstrated a vocabulary and creativity far superior to many
of her peers. As her scholastic enthusiasm shone soley in
her science class, it appears that the personal, individual
recognition afforded by this science teacher fostered her
interest and success. Had this shy individual received true
acceptance and confirmation from other teachers, perhaps her
interest and "intelligence" would therein have risen accord
ingly.
In the affective realm, Kim displayed emotions char
acteristic of an extremely shy individual. Feelings of iso
lation and loneliness were demonstrated in her lack of any
meaningful friends. Kim had experienced the pains of alone
ness, in a world where virtually no one understood; and
worse, where seemingly no one had even made the attempt
32
toward understanding. To alleviate her feelings of alie ~
nation from her peers, Kim chose acquaintances of lesser
maturity who made no demands or judgements upon her; thus
the needs for acceptance were somewhat being fulfilled.
However, this reversion to immature play and companionship
appeared to be thwarting Kim's simultaneous needs for
growth and communication on a mature plane. Thus, a con
flict arose within this young individual; a struggle be
tween growth and responsibility or stagnation and continued
immaturity.
Upon exploration of her own painful experiences of non
conformity, Kim, in time, became increasingly sensitive
toward the plight of others who were experiencing equally
painful rejection and loneliness. Kim demonstrated her
empathy and compassion toward a classmate deemed "retarded"
by her peers, and mused, "Really, she's not that 'retarded'
once you get to know her. People aren't always what others
think they are, huh?" In the course of the year Kimberly
demonstrated a growing ability to identify with the pains
and struggles of others. Kim's initial listless, apathetic,
and generally bored attitude toward life was gradually re
placed with an eagerness and hunger toward personal growth.
In a physiological realm, Kim's shyness was reportedly
manifested by nervousness, dryness of the mouth and sweaty
palms. She had frequently complained of stomachaches prior
to class situations which would require social performance;
33
she often found it impossible to eat at lunchtime due to
her tlnervous stomach."
Kim's outward behaviors consistently indicated shyness~
Choosing (though not necessarily preferring) isolation to
companionship, shunning all contact with those in authority"
and demonstrating a lack of openness and spontaneity were
all descriptive of this young teen.
Throughout the course of the year, it appeared that
Kim's shyness somewhat abated. As she felt concern from
and importance to another, her self-acceptance grew. Care
fully constructed defenses gradually weakened as Kimberly
began to experience trust. As self - awareness grew, a new
struggle seemed to emerge, in which this adolescent acknowl
edged vascillation between accepting responsibilities and
remaining in a passive state of escape from all such re
sponsibilities.
Throughout the sessions, it became apparent that Kim's
resentments raged toward those significant others in her
life who offered only apathy or judgement. Thus, distrust
and anger toward family members and teachers abounded.
Such mistrust and defensive attitudes toward her counselor
were equally apparent at the outset. Only very gradually
did Kim's trust increase. Unfortunately, as Kim perceived
her parents' appreciation and approval of her new rela
tionship with her counselor, the urge to rebel against them
grew; she often lapsed into periods of non-communication
34
and withdrawal. At one point Kim confided a desire to
retaliate and expressed delight in purposely disappointing
her parents.
Throughout the year's counseling sessions with
Kimberly, it appeared that she came to experience increased ,
self-understanding and self-acceptance. As her trust and
esteem grew within, preoccupations with herself seemed to
wane, with an increasing desire for meaningful companion
ship and communication with others. Kimberly's outlook
toward life now appears generally more active than her
previous passive one, in spite of lapses in trust and com
munication. This once shy individual now generally demon
strates a more relaxed, accepting attitude toward herself
and others.
In our final session, Kim related the plot of yet
another play on which she currently had been working. She
mirrors its development as follows:
This play would have to be rated "X," due to
the awful, intense, vivid emotions felt by the
main character in the beginning of the play.
Those emotions would be more awful than most
people could imagine. They'd be feelings of ex
treme fear, confusion and alienation. (Pause)
eNd ~he should have to feel those things, you
know? )
The main character is this small frightened
child who is always alone and confused. She's
35
running frantically all the time, running from
others and running from herself. Then an older
person - kind of a friend - takes her hand, helps
her sort out her feelings and spends time with
her. She listens. You know, really listens.
Then this young child grows up and loses her
fright. She stops running and becomes a differ
ent person, in a way. She tries to explain
things to another guy, but he doesn't understand.
That isn't even important though, because at
least now shem:atters. T'm that main character,
you know.
36
V. CONCLUSIONS AND SUMMARY
A. Conclusions
As stated previously, the emphasis in an existential
counseling approach is placed on the active, mutual rela
tionship between counselor and client. A counseling ap
proach concerned with pedantry or environmental restructur
ing to the neglect of the deeply personal element, would
most likely prove ineffective toward eliciting long lasting
effects and changes on the part of the shy adolescent.
Such a personal encounter is deemed of absolute necessity
in effecting a change in one's beliefs, feelings, behaviors
and physiological makeup. It seemed of little merit, for
example, that Daniel received supposed self-descriptive test
results without the additional experience of personal con
cern from another. Likewise, a mere change of environment
in the form of remedial classes hardly prompted change and
growth in Kim's life. Thus, in dealing with both adoles
cents, it was indeed crucial to first aim toward the estab
lishment of a dynamic, authentic relationship.
A conscious effort was made in viewing these unique
individuals with a sense of empathy and warmth. Continuing
attempts toward understanding the deeply personal, painful
and complex worlds of both Dan and Kim were necessary.
Actively listening to the concerns of both students proved
time consuming and taxing, yet thoroughly rewarding in
terms of establishing mutual trust. Both Daniel and Kim
37
sensed the absence 6f threat in the counseling experienc~ '
and, in time, extended their own trust by exploring and
sharing themselves fully.
Viewing Daniel and Kim with respect as unique indivi
duals was basic in encouraging their self-respect and worth.,
Had they simply been perceived as two shy adolescents typi
cal of all other shy teens, and been approached with little
regard for their individual differences, it is likely they
would not have begun valuing their individuality; but
rather would have continued viewing their uniqueness as a
burdensome abnormality. In an effort to aid these teens in
alleviating or coping with their shyness, it was necessary
to encourage exploration of their attitudes, feelings and
behaviors and urge the move toward self-acceptance. Through
counseling, Daniel and Kim explored the nature of their
particular shyness and grew toward self-acceptance in spite
of and/or because of their shyness.
Both of these shy adolescents had initially chosen a
somewhat passive outlook toward their lives. By accepting
the diagnosis of others and by merely fulfilling others'
predictions and expectations, both Daniel and Kim had been
choosing to forfeit many of their own personal freedoms.
Choosing passiveness often involved retaining anonymity,
hence providing an escape from pain and responsibility.
Throughout counseling, these shy teens were encouraged
to recognize their potential for assuming an active role in
their lives and therefore face responsibilities for their
38
actions. In the course of the sessions, Daniel appeared
eager to embrace his newly realized freedoms, while Kim
remained more cautious and hesitant in taking on a more
active role in her life. Yet, both teens did gradually
begin to utilize their personal freedoms and accept respon
sibilities for their life choices.
Upon termination of counseling, neither teen was con
sidered "cured" of shyness; nor had this been the goal.
Rather, both individuals had begun the process of examina
tion of their shyness; they had begun to view themselves as
unique, worthy individuals with the ability to govern their
own lives and accept responsibilities for their actions.
Both Daniel and Kimberly had begun the lifelong processes
of change, development and growth which consequently led
to the overcoming of those aspects of shyness which proved
defeating for them.
The benefits, therefore, of an existential counseling
view in dealing with shy adolescents are many. Such an ap
proach places emphasis on personal involvement with the
client and stresses the uniqueness of the individual, thus
encouraging self-worth and self-acceptance on the part of
the counselee. Since this approach also resists fragmen
tation of the ~ndividual, viewing him as a "whole" person,
the aims toward combating shyness emphasize change in all
areas of one's personhood. An existential counseling ap
proach urges the shy adolescent to recognize and explore
his personal freedoms of choice and responsibilities and
39
act accordingly. Lastly, treatment is viewed as a positive
process, both continual and developmental, in which the shy
individual exhibits movement toward his ideal.
B. Summary
Due to the usually non-demanding nature of shy adoles
cents, many counselors are apt to disregard their silent
pleas and desire for help. Many shy teens exist in a world
of private pain and fear which exist unrecognized by others.
Thus, it remains the counselor's responsibility to develop
sensitivity and concern in meeting the needs of such
students.
Because shyness is a multi-faceted concept involving
one's cognitive, affective, physiological and behavioral
realms, it is thus necessary to address the entire person
hood of the shy individual in attempting to overcome the
negative aspects of shyness; it would appear futile to make
an appeal merely to one dimension of the shy individual.
As an existential view in counseling addresses the entire
realm of the individual, one's "whole" nature thus remains
intact.
An existential counseling approach focuses on the shy
. person rather than the problem of shyness. As an authentic
relationship with the shy adolescent emerges, the student
is urged toward self-understanding, self-acceptance and
self-respect. As a recognition of one's uniqueness, exist
ing freedoms of choice, and responsibilities grows, the shy
40
indi vidual hopefully chooses to combat those 'aspects of
shyness which are displeasing to him.
The existential counselor does not strive for a con
clusive "cure" for shyness in his students. Rather, shy
ness is regarded as merely one struggle in a crisis-filled
existence, which can be overcome only on a gradual, on
going, developmental basis.
c. Suggestions for Further Research
While interesting research has been recently conducted
on the origins, dynamics and correlates of shyness, needed
exploration remains in terms of the implications of shyness
for counselors. Several related avenues might be explored,
such as a comparison of group vs. individual counseling
formats in assisting shy students, noting the benefits of
each. Studies could be conducted on the use of peer guid.
ance groups in alleviating shyness. Also beneficial might
be the development, implementation and resulting analysis
of conducting parent groups aimed toward minimizing or pre
venting shyness in their children. Further research could
be devoted to specific concerns pertinent to counseling shy
individuals of various ~ge groups and of each sex.
In a more theoretical vein, it would perhaps prove
enlightening to explore various causes of shyness in light
of various personality theories. For example, assuming
that shyness is caused by unfulfilled needs, it would be
interesting to explore the unmet needs which lead to shy
ness. In contrast, shyness might be viewed as merely a
41
means to an end. Therefore, various motivat~ng factors
such as manipulation, pity, attention and anonymity might
be explored.
Since shyness is considered to be increasing in near
epidemic proportions (Zimbardo, 1977), the issue remains a
relevant one to counselors today. Continued serious re
search is therefore recommended, that those in helping pro
fessions might wisely and skillfully assist others in over
coming the defeating aspects of shyness.
D. Hypotheses
In view of the previous studies, observations of the
nature of shy adolescents have arisen, along with hypotheses
regarding possible influential factors of shyness.
In working with shy individuals, it became evident that
shyness indeed carries with it several meritorious aspects.
It was observed that shy persons often appear more percep
tive, introspective, and sensitive than their non-shy
counterparts; thus it is suggested that shy adolescents
possibly possess a greater capacity for intense feeling and
awareness than non-shy teens. Interestingly, such assets
did not seem to diminish in the studied individuals, even
as their shyness began to subside.
It is the author's contention that three family-related
factoTs frequently combine in influencing shyness. First,
feelings of anonymity in a large family appear to induce
shyness, along with the absence of genuine contact with
family members. Secondly, it is believed that shy persons
42
often lack an endorsement of their uniqueness from other
family members. Recognition and appreciation on an indivi
dual basis would perhaps encourage feelings of self-worth, .
thus aiding in the prevention of shyness. Lastly, it would .
also seem that shy adolescents generally do not experience
unconditional acceptance from their family members. Con
tinually disapproving parents, for example, may encourage
shy offspring to retreat into private worlds where there
exists a solace from such disapprobation.
The previous studies have provided an excellent oppor
tunity to observe and explore these hypotheses regarding
shyness. Many more hypotheses obviously remain for further
consideration and study.
E. Reflections on the Study
Having personally struggled with shyness through my
adolescent years, I particularly became aware and sensitive
to the needs of shy teens during my teaching and counseling
experiences. Upon seeing significant numbers of adolescents
similarly troubled with shyness, I felt the need for further
research and knowledge regarding this phenomenon. Dr.
Phillip Zimbardo greatly spurred my interest in the subject
through his books and articles, but particularly through
his personal response to my inquiries. I am deeply grate
ful for the many helpful materials he so promptly and gen
erously offered.
While researching various treatments for shyness, I
was struck by an absence of the personal, empathic touch in
43
alleviating its pains. Having personally experienced the '
merits of authentic human encounter in dispelling shyness,
I therefore began to pursue an existential approach in com- '
batting shyness.
Through the many intense, relaxed, progressive, frus
trating, joyful and aching hours shared with Daniel and Kim,
a particular awareness of their uniqueness emerged. Though
both were shy individuals, each possessed unique concerns,
attitudes and feelings regarding their shyness. How special
it was to witness the emergence of two sensitive, caring
adolescents, exploring and utilizing previously hidden cap
abilities. For the trusting willingness in sharing their
inner worlds, I remain deeply touched and thankful to both
Daniel and Kim.
This study has served as an enlightening and heuristic
tool, which necessitated much personal involvement. Such
elements have indeed aided in making this study a most
challenging and rewarding endeavor.
44
SELECTED READINGS
Case Study Approach in Research
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Bristol, M. Handbook on Social Case Recording. Chicago:
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Burton, A. and R. E. Harris. Clinical Studies of Person
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Foreman, P. The theory of case studies. SOCIAL FORCES 26
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Rothney, J. Methods of Studying the Individual Child: The
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Sarason, I. G. Contemporary Research in Personality.
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Shontz, F. Research Methods in Personality. New York :
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White, R., Riggs, M. M. and Gilbert, D. C. Case Workbook
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Zaffrann, R. T. Hints on the case study process. unpub
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Existential Viewpoint in Counseling
Beck, E. Guidelines for Guidance. Dubuque, Iowa: William
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Beck, E. Philosophical Foundations o£ Guidance. Englewood
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Frey, D. and Heslet, F. Existential Theory for Counselors.
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Frankl, V. Man's Search for Meaning: An Introduction to
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Laing, R. D. Self and Others. Baltimore, Maryland:
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Maslow, A. Motivation and Personality. New York: Viking
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Moustakas, C. Personal Growth. Cambridge, Massachusetts:
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Patterson, C. H. Counseling as a relationship. Guidelines
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Sartre, J. P. Existentialism and Human Emotions. New York:
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Schmitt, A. The Art of Listening with Love. Waco, Texas:
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Van Kaam, A. Existential Foundations of Psychology. New
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Shyness
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Lewinsky, H. The nature of shyness. British Journal of
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Lingren, R. H. An attempted replication of emotional indi
cators in human drawing by shy and aggressive children.
Psychological Reports 29 (1971): 35-39.
Linn, E. L. Social meanings of dental appearance. Journal
of Health and Human Behavior 7 (1966): 289-295.
McArthur, L. A. The how and what of why: Some determinants
and consequences of causal attribution. Journal of Per
sonality and Social Psychology 22 (1972): 171-193.
McDougall, W. Outline of Abnormal Psychology. New York:
Scribner's, 1926, 381-396.
Mahler, M. On Human Symbiosis and the Vicissitudes of In
dividuation Vol. 1. New York: International Univer
sity Press, 1968.
Payne, P. D. and Payne, R. L. Behavior manifestations of
children with hearing loss. American Journal of Nurs
ing 2Q (1970): 1718-1719.
Pilkonis, P. A. Shyness: Public behavior and private.
Ph.D. dissertation, Stanford University, 1976.
Pilkonis, P. A. and Zimbardo, P. G. The personal and social
dynamics of shyness. In Emotions in Personality and
Psychopathology. Carroll E. Izard (ed.). New York:
Plenum Press, 1979, 131-159.
Potapow, M. Timidity. 0 Hospital 75 (1969): 1493-94.
Radl, S. Why you are shy and how to cope with it. Glamour
June (1976): 64, 84.
Rayner, C. The Shy Person's Book. New York: McCoy, 1973.
Rohrer, N. and Sutherland, P. Why am I Shy? Minneapolis,
Minnesota: Augsburg Publishing House, 1978.
Ross, L. D., Rodin, J. and Zimbardo, P. Toward an attri
bution therapy: The reduction of fear through induced
cognitive - emotion misattribution. Journal of Per
sonality and Social Psychology 12 (1969): 279-288.
Shaver, K. G. An Introduction to Attribution Processes.
Cambridge, Massachusetts: Winthrop Pub ~ications, 1975.
Siegelman, M. Origins of extroversion-introversion.
Journal of Psychology 69 (1968): 85-91.
Smith, H. C. Sensitivity to People. New York: McGraw
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Stunkard, A. and Mendelson, M. Obesity and the body image:
Characteristics of disturbances in the body image of
some obese persons. Journal of Psychiatry (1967):
1296-1300.
Watts, A. The Wisdom of Insecurity: A Message for an Age
of Anxiety. New York: Pantheon Press, 1951.
Zimbardo, P. G. An expert tells how to cope with shyness.
U. S. News & World Report. October 9 (1978): 58-60.
Zimbardo, P. G. Coping with shyness. Reader's Digest.
January (1979): 117-119.
Zimbardo, P. G. NIMH research proposal for the causes and
correlates of shyness. Unpublished manuscript, Stanford
University, Spring, 1976.
Zimbardo, P. G. Shyness: What It Is and What To Do About
It. Reading, Massachusetts: Addison-Wesley Publishing
Co., 1977.
Zimbardo, P. G., Pi1konis, R. and Norwood, R. The silent
prison of shyness. Unpublished manuscript, Stanford
University, November, 1974.
Zimbardo, P. G. The social disease called shyness.
Psychology Today 8 (1975): 69-72.
Appendix A
Daniel
Sketches and Poetry from Personal Journal
Open-ended Sentence Exercise
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dr~ 3m ,n9 0+' +h~ mU~ic.. th~t we h~o In '69'
sit t i n..9 w i I h rtl Y .9 u ', t ~ r 90lng ~v~e.t\y \n sane tRY'''' - to r€pro~uc:.~
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Appendix B
Kimberly
Teacher's Reports from Cumulative Folder
Open-ended Sentence Exercise
City ':)f JOINT CITY SCHOOL DISTRICT NO. 1
IaNIERGARTEN PROORESS REPORT Permanent Record - Cumulative Folder
IHl1 __ , Kim SCHOOL YEAR 1970-71
PERIODS 1 2 3 4
rems happy at work and play • • • • ," Iso. l::' s.../ · ,. · · · · · · · · · . .;> 0
So f_ S- e... ccepts the school r~tine willingly · · · · · · · · · · · .. ~' lSI> 2Q ~,ll~s directions . · · · · · · · · · · · · • · • · · • · So "' ,~,
s self-c':)nfident and desirably independent · • · · · · · ~ ISe. ~ ~O ~tays with a task until it is finished 0 0 · · · 0 0 0 0 0 ~ &. £ X ~ccepts suggestions for improvement 0 · 0 · · · · · · 0 · ~ ~ ~. L rares for himself and his possessions · 0 0 · · · 0 · · · So ~ I-= C plays and works safely ~ J,~
.., L · 0 · 0 0 0 0 · · · 0 · · · · · · · \" .....
\loes careful, thoughtful work · 0 · ...... · 0 · 0 · · · · 0 · ~ ..:io SCA £ ~ses time to goc.d advantage 0 0 0 0 · 0 · · · · · · · · :>< SO J: ~.
~orks and plays we 11 wi th other children · · · · · · · · 0 :><: 5m IS(!) F ~'rks and plays with good c':)ordination 0 0 · · 0 · · · 0 · ~ S4 50 .so Shows respect for authority 0 0 0 · · 0 0 · · • · · · · 0 ~ ~ \';.. -.C. ~ses school equ.tpment skillfully 0 · · · · · • • · • • · · ~ ~ ~ E ~n,joys music 0 0 0 0 0 0 0 0 0 0 0 · · · 0 0 · · · · · · · So lSA C>< ex: ~akes part in singing · · · · · 0 0 0 · · · · · · · • · · ~ :>< 1= (.
~nj:>ys stories 0 0 0 0 0 0 · · 0 · 0 0 ' . 0 · · · · · · · · ~ .F ::>< ::?< ~n,)oys stories Md bOOKS · · · · · · · • · · · · • · • • • ~ C>< ('.L. C Listens attentively · · · · · · · · · · · · · · · · · · · r- .E.. c., C. Speaks clearly . 0 0 · · 0 · · · · · · · · · · · · · · · · ">< >< ~. r ~ses good vocabulary '" ~ .::><:;; .r v ' · · · · · · · · · · · · • · · · · • · "'ake s pe.rt in creative experiences · · · · · · · · · · · · ~ ~:J C k '1'&kes part in conversations · · · · · · · · • • · · · · · :;:·2 ~' ( ~ ::>< 'rakes part in conversations and discussions · · · · • · · ~ ~ s,e .s.e.. Tries various new activities · · · · · · · · · · · • · · · <;" :So ~ C. Recognizes likenesses anq differences · · · · · · · · · · ~ L..i<> 'S 0 L ~elates ideas or stories in proper sequence · · · · · · · :>< ::>< F .£... ~nderst8lld6 number c once pts · · 0 0 · · · · · · · • • • · ~ ~.) b'o £ ~ecognize6 numbers (0-9) · · · · · · · · · · · · · · · · · :>< :><. ::><.. F ~nderstand.s number sets · · · · · · · · · · · · · · • • · ~ ..:?<. ;><, If.
KEy: C - Consistently F - Frequently So - Somet1nl!s Se - Seldom
I [X)L~ · TEACHER Miss
PRO·ICfl'ED TO GRADE It Firs
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05
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JOINT CITY SCHOOL DID TRICT NO. 1 ",. I ~ ' .. ' .
City of
RF.FEHHAL FOR rOSSIBLE RETENTION
1· pupil's Name k\m \\ _ - Address
Present Grade k ~ Room No. I D2... Date of Birth LJ-(,.1- ~ s·· ~~
2·
school ~ C.A.(Sept. 1) 5-5 Grades Repeated ____ _
I.Q. (Non-reading 'I'~st) __ ' Name of Test .. Date _______ _ 4.
). standardized reading test results: Name of Test Grade Placement Date -----
6. Grade placement in reading based on teacher I S judgment ----------------------7. Kindergarten-Indicate in which s
grade: . \ ~ U.
8. the marks received in the following areas for the first three mark j ng
9·
periods: Subjects
Ari thrnetic Reading Social Studies Science Spelling
Indicat.e (x) where Vocabulary Skills Word Attack Skills Study Skills
1st 2nd 3rd
improvement is needed in reading: Oral Reading Skills Silent Reading Skills
10. I ndi cat e (x) where improvement is needed in arithmetic:
n.
Pro'olem Solving Combinations Other subjects needing improvement:
Fractions Decimals
12. Other pertinent information: -------- --------~
Nam ~ ; - - ---- - ----.. - ... . -----.-------------~
13. HAVE THE PARENTS BEEN INFORMED THAT --a. thp. yO'.mgster is NCYI' working up to grade level? b. the youngster is being considered for retention?
I
YES'/.... NO .~ WHE~·1tl YES~NoIWHEN Jan. ('I'll /
-------~~-~~~~~-~----------Principal's Signatw;e . Te~her' s Signature- - - ··
- Date Date
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