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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is focused on the shy, withdrawn student.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-

1

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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

F

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

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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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Beck, E. Philosophical Foundations o£ Guidance. Englewood

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Kafka, E. On the development of the experience of the

mental self, the bodily self, and self-consciousness.

Psychoanalytic Study of the Child 1.2 (197,1): 217-240.

Kaplan, D. M. On shyness.

choanalysis ~ (1972):

International Journal of Psy-

439-453.

Kelley, H. H. Attribution in Social Interaction.

Morristown, New Jersey: General Learning Press, 1971.

LaHaye, T. Spirit-Controlled Temperment. Wheaton, Illinois:

Tyndale House, 1966.

Lewinsky, H. The nature of shyness. British Journal of

Psychology ~ (1941): 105-113.

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.

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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

Hill, 1966.

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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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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