Abstract
THE UNDERLYING pur pose of this research from its inception was to discover if psychiatr i s t s and clinical psychologists believe that elementary and secondary school personnel can, with profit, in corporate mental health concepts directly into the curriculum. It was accepted as fact that many children anda dults are unable to measure up to acceptable stand ards of emotional maturity and that their failures lead to individual and societal disorders which, in turn, make for unnecessary tensions and resulting unhappiness. The merits of therapy after the fact of illness have been demonstrated too often to be questioned. Unfortunately, however, therapy is not accessible to all who need it; and, by definition, it is a sequel to illness, not a means of prevention. Therefore, what seems to be needed, even though elusive of attainment, is a prophylactic approach to emotional disorders. Specific ally, in the school milieu, is it possible that selected mental health concepts and understandings can be made a part of the elementary and secondary school curriculum? And, if a part, what concepts and understandings should be included? Also, how should they be treat ed in terms of teaching method? The problem may be restated as follows: Will the teaching about mental-health concepts at the ap propriate readiness level actas a preventive or al leviator of emotional disorders at a later time?
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