Psychodynamic and Cultural Determinants of Work Inhibition in Children and Adolescents

An epidemic of sorts is plaguing the land. I refer to the increasing problem of “the child who won't”—the child who in large areas of his life will not put forth effort to accomplish, to be helpful, to gratify his curiosity or to develop competence. Schools and parents are becoming deeply concerned with this trend and often admit they are helpless to turn the tide. The educator talks of the growing problem of the “under-achiever,” referring to the many children of adequate and frequently superior intelligence whose grades in school are mediocre or even failing. Parents, in addition to their concern about their children's poor school performance are frustrated and worried about their child's refusal to be of any help in the family or to effectively shoulder even minimal responsibilities. Psychotherapists, too, are becoming more concerned with this problem as an increasing number of such children are referred to them.

Certainly there is nothing new about children abhorring responsibilities and resisting restrictions of their freedom. What does seem to be new is the prevalence and severity of the problem.

As the epidemic develops, a recognizable pattern of symptomatology has become apparent. The most frequent symptom is academic under-achievement. The child or adolescent is unable to perform well in the school setting and is almost totally incapable of meeting the requirements of preparation and homework. Books, notes and other school equipment are frequently lost. Compositions and papers, if completed at all, are usually late and represent a minimal effort. A second common symptom is his resistance to being helpful in any way