Wagoner, L. C. (1947). Special guidance problems with migrant children. In E. Harms (Ed.), Handbook of child guidance (pp. 599-619). New York, NY, US: Child Care Publications.
http://dx.doi.org/10.1037/13258-033
This chapter, incomplete as it is, bears out the findings of previous studies. The migrant child's position in the school is closely related to the position of his family in the community. Problems of social adjustment and emotional stability are temporary ones except in cases in which such difficulties are chronic and antedate the migration. Moving about may augment such inherent conditions, certainly it offers no cure. Delinquency always is greater in less favored areas. As yet it seems not to be increasing in proportion to population in spite of inadequate opportunities for play, bad housing conditions, too much money to spend. Of course, contact with different ways of life, acquaintance with different parts of the country have their value. Whether this equals that of a settled home, continuous schooling is certainly given to question. It must be remembered, however, that some families have bettered their condition; many children attend schools superior to any they have known heretofore. One significant fact that stands out is the general incooperation of child guidance procedures in the management of children. Another is the reiterated appreciation of family solidarity as the bulwark of the child's emotional and social stability. Generally speaking, the picture of the migrant child and his particular difficulties is an extremely complicated one, full of contradictory elements. Certain factors affecting the child are inevitably accompaniments of the way of life; others stem out of the particular family situation. The problems of the migrant child are not peculiar to his migratory status, but are those common to poverty, bad housing, lack of opportunity for play, and broken homes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)