College and Research Libraries By LYNDAL SWOFFORD Mental Hygiene and the College Library 1 T HE TYPICAL LIBRARY WORKER does not exist, but a composite picture of a mythical college librarian may help one to understand the general frustrating environ- ment peculiar to the profession. This mythical creature is an unmarried woman past thirty. Experience has shown her that only a few women of her age in her pro- fession have an opportunity for marriage, even though ~o obvious personality defects or environmental factors, such as regulations barring married womep from the school system, may block the way. - Her salary will vary with .the region in which she lives but, considering that she is usually supporting two dependents, 2 she does not find it adequate for food, clothing, shelter, medical attention, and recreation for herself and her dependents, plus the study and travel she has been taught to believe are necessary for personal and profes- sional growth. She is likely to be in debt for her extra· year of library training or for the illness of some member of the family. She may feel a sense of injustice because her salary is not equivalent to that paid men of like training and experience. In some situations, if she marries she will lose her . job, while a man of like professional status will receive a bonus for dependents. The fact that her own dependents . are not "chosen" is of no concern to those who appropriate money for he~ salary. How- 1 Portion of a paper presented at the meeting of the Libraries of Teacher-Training Institutions Section, American Library Association Conference, Buffalo, June 21, 1946. 2 Smith, H . L. "Social Status of the Teacher." Review of Educational Research 18:258-65, June 1940. APRIL1 1947 ever, unless she has strongly developed maternal tendencie~ so that sne gets sufficient satisfaction out of protecti~g and providing for the happiness of .these dependents, she is likely to feel frustrated by the need to carry on another's unfinished business instead of devoting her time and income to progress in her own chosen direction. The college librarian's social status, like that of other members of the school person- nel, varies inversely with the prosperity of the community. 3 In communities of little -wealth, she is at the top of the social strata; in those of considerable. wealth, she may find that she is considered among the upper or special servant class, the group in which are found governesses, nurses, tutors, etc. Even in the average community, where she is accepted as a member of the professional class, ~he may be hedged about by many puritanical restrictions not placed upon other professional persons. In most cases, insecurity of tenure makes it impossible for her to do anything except conform to these restrictions. In some conservative com- munities, members of the college personnel may not smoke, dance, or drink a cocktail in public. The librarian may not wish to engage in any of these unimportant social gestures, but she resents "class restrictions." An unmarried woman may not live in an apartment alone or share a separate house with another woman withou\ being looked upon with suspicion. She may not associate with men on the same· social basis as other business and professional women in the com- a Ibid., p , 2 63 . . 161 munity. She is expected to make herself over from a human being into a professional automaton and, if she succeeds, she is con- sidered "queer" or "different" or "high- brow." The difficulty of maintaming satisfactory living conditions is complicated, not only by comm~nity restrictions; but also by hous- ing conditions, impermanency of position, and inadequate salary. While tzhe college librarian's salary places her at the bottom of the professional class, or at the top of skilled laborers or artisans, it usually does not allow her to rive up to the standards which society expects of her and which she has been taught to consider as "the right way" for educated people to live. This "typical" college librarian frequently £nds that her opportunities for recreational activities are limited by the small amount of time she has free from scheduled duties,- committee work, p,articipation in community service clubs, and the like, as well as by a salary which does not permit her to follow her tastes in the matter of recreation. If she finds no opportunity for creative ex- pression in her work, she will have a double need for some type of recreational activity which brings release from emotional tension. If, in addition to restrictions and insecu- rity due to community attitudes, lack of tenure and retirement plans, and an inade- 'quate salary, the library assistant must work under a cold and impersonal administrator who manipulates his staff lik'e chessmen to his own advantage, then indeed is the situa- tion difficult. Both autocratic administra- tion, which simply commands, and weak ad- ministration, which is never able to give ad- vice, back up an undertaking, or promote the advancement f the assistant, contribute to the general unhappiness and dissatisfaction of the staff. This c:omposite picture, based on informa- tion assembled from various studies of the school personnel, presents a situation in which there are undoubtedly many factors frustrating to the normal individual. In regard to most of these conditions, there can be no immediate improvement, and changes will only come slowly through . group ac.tion and long-time planning. Ma~y of these factors are related •to the general economic situation, social-class atti- tudes, and type of education now available to those who select library work as a voca- tion. What to do to make the situation more tolerable today in one's own library is the problem of the library administrator. A careful study of these attributed causes of maladjustment suggests the possibility that an individual of mature personality, while working with others of his . group toward improvement in salary, social status, etc., could find some means of making an adjustment to the present situation. For example, the matter of social status in the community or on the faculty depends, to some extent, on knowing how to establish personal-social relationships, how to find groups in which one is accepted as a con- genial person or as one who has something to contribute. The' conflict within the in- dividual who feels that he lacks social status may be due to the fact that he feels left out of a particular social group with more money or different tastes rather than the fact that he can find no congenial com- panions in the community. An objective attitude toward the self rather than an emotional attitude, a set of values which pro- motes self-confidence, and absorbing per- sonal interests, might resolve the conflict over social status. Library A dministratorJ s Part It is not likely that the library adminis- trator, who is untrained in the field of men- tal hygiene, can help maladjusted persons uncover deep-seated emotional conflicts and 162 COLLEGE AND RESEARCH LIBRARIES. change modes of behavior that have been built into the personality over a period of thirty years. Such an attempt might prove to be dangerous experimentation. However, it would be wise for anyone who must take responsibility for selecting and directing the work of others to prepare for such work by taking one or more courses in mental hygiene. Failing this opportunity, the ad- ministrator may find out what he can by reading, observing, and reflecting. Obvious- ly, taking a course or reading a book will not prepare one to diagnose and prescribe for se;ious mental maladjustments, but some knowledge of the basic needs of human be- ings .and ways of adjustment to these needs, plus the will to help those for whom one is ·responsible, to be as happy and efficient as possible, sho-yHl enable the library adminis- trator to reduce the amount of -maladjust- ment among the staff. For the most part, the library ·administrator's role in mental hygiene will be that of protecting and pro- moting mental health through control of the library environment. The foregoing search for factors contrib- - uting to maladjustment seems to indicate that the most important problems center around the basic personality needs. Per- sonality is many-faceted, and numerous lists of needs have been suggested. Gates has provided a list which may be used profitably in the prelim~nary planning of a mental hygiene program. Basic Personality Needs I. Th'e need for affection-to live in a rela- tionship of reciprocated warm regard for one or more individuals 2. The need for belonging-to feel that one is an accepted, valued member of a group 3. The need for independence-to be able to make one's own decisioQs and carry out one's own ideas 4· The need for social approval-to feel that one's personality and one's actions are re- spected and admired by others APRIL~ 1947 5. The need for maintammg self-esteem- to feel that one's conduct comes up to certain inner standards and thus merits one's own respect. Suggestions for a Positive Program To formulate a positive program of men- tal hygiene, considering that every indivi- dual's needs and modes of behavior are unique, seems diffic-ult. However, Hill, 4 McKinney, 5 Shaffer6 and others have listed general principles of positive mental hygiene which can be adapted to the library situa- tion. The foregoing study of the probable causes of maladjustment among members of the school personnel suggest the following objectives as a basis for planning a program of mental hygiene in the library: A. General Objectives of the Mental Hy- giene Program in the Library I. To provide an environment as free as possible from frustrating situations 2. To help the individual find ways of ad- }ustment satisfactory to himself and accept- able to society 3. To promote the attainment, on the part of each staff member, of a mature per- sonality characterized by: a. Chosen goals· which represent an extension of the self b. Self-objectification c. A unifying philosophy of life. B. Specific Objectives and Methods of Pro- cedure ·I. To improve selection a. Selection of applicants by the library school before training is begun, to screen out those personalities not likely to ad- just to library situations b. Selection by the library adminis- trator: ( 1) For the protection of the staff from a new personality who may in- 4 Hill G. E. "Mental · Hygiene of the Teacher." Educati~nal Administratio.n and Supervision 23:512, October 1937. · 5 McKinney, Fred. Psychology of PersC!nal Ad{ust- ment: Students' Introduction to Mental Hyg~-ene. New York, Wiley, 1941, p. 548-49. 6 Shaffer, L. F. The Psychology of Adjustment. Boston, Houghton, 1936, p. 535-40. 163 traduce discord and unhappiness (2) For the protection of the appli- cant, to prevent him from taking a posi- tion for which he may not be suited c. Good selection would depend on : (I) Assembling all possible informa ... tion about the applicant as to person- ality traits, special abilities, attitudes, etc. ( ~) A personal interview which will give the administrator an opportunity to find out how the applicant is likely to impress others. At this interview details about th-e job, the salary, op- portunity for advancement, etc., should be fully explained so the applicant, if employed, will later have no reason for dissatisfaction about some matter of which he was not fully informed ( 3) Careful analysis of all informa- tion assembled, in light of the condi- tions existing in the library 2. To remove all causes, insofar as pos- sible, of insecurity, anxiety, and irritation due to physical conditions in the ,work en- vironment a. Try to find out from each assistant the sources of annoyance which may hin- der the efficiency of his work by increas-· ing emotional tension. Some persons, for example, cannot work well if crowded too close to others, if the light falls on the "wrong" side of . the desk, if constantly associated with another who has irritat- ing mannerisms, etc. Change in location of the work, or in routine, may be all that is needed b. Maintain a flexible schedule that will allow each assistant to arrange for some freedom as to the hours whe·n he may be off duty. Opportunity to attend to unexpected business, a club meeting, or even an occasional game of golf during work hours will yield large returns in re- duced emotional tension. Work should be measured by the total output rather than by the number of minutes worked c. Vary work to prevent monotony and fatigue. See that each assistant has a schedule that permits change to different types of work at intervals, if such change is desired. For example, a cataloger may do a better job of cataloging if he , can spend an hour or two a day working with people rather than books. Whether such a plan is profitable or not depends on the personality of the cataloger d. See that each assistant has complete and detailed information as to his posi- tion in the library, salary, tenure, hours of work, objectives, procedures, etc. Have a definite understanding so there will be no feeling of confusion, insecurity, and injustice 3. To promote the maintenance of good physical health. (The library administrator should be close enough to the staff to be aware of evidences of physical ill health which might be the cause of maladjust- ment.) a. Suggest a physical check-up when it seems necessary b. Try to arrange schedules to allow for necessary outdoor recreation c. Arrange work so that sick leave can be allowed when necessary, without caus- ing the library worker worry about loss of time··· 4· To help members of the library staff find means of recognizing and solving their own emotional and personal problems a. If possible, require a course in mental hygiene, suggesting that the pur- , pose is to help the staff understand how to work most effectively with their col- leagues and ·with the library clientele b. See that those who need special at- tention, beyond the ability of the layman, have an opportunity to get help from those trained in the field of mental hy- giene 5· To provide for a sense of accomplish- ment and success a. Find the work for which each as- sistant is best equipped so that he does not feel required to accomplish some- thing beyond his capacity b. Make assignments of jobs and help the assistant organize his routine in such a way that he does not feel always over- loaded c. Do not fail to give pTaise for suc- cessful accomplishment. Tell the assis- tant of any complimentary remark concerning his work which may have come to the attention of the administrator 6. To provide for the need to give and receive affection 164 COLLEGE AND RESEARCH LIBRARIES a. Demonstrate to each assistant that you are interested in his personal welfare and value him as a friend and co-worker. Know his home life, his special interests, his hobbies. Let him know of your efforts in recommending promotions and salary increases when they are justly due b. Promote friendly feeling and a sense of mutual interdependence between mem- bers of the staff. Make all m.embers feel that their contributions are of equal worth, though in different fields. Avoid carefully any action that might be inter- preted as favoritism c. Organize the work so that each as- sistant will have the opportunity for pleasant and helpful relationships with students and faculty members. Give each an opportunity to offer some personil service in a way that will be appreciated as his own contribution, not the work of the group d. Encourage ppportunities for friendly relationships with people in the com- munity. Try to bring members of the staff into contact with others of. like in- terests 7· To promote the feeling of belonging, of recognition, of group status a. Encourage staff members to serve on committees to which they may make a special contribution, tbe curriculum committee or a committee which needs the help of a person skilled in making bibliographies, for example t b. Encourage staff members to take part in community service clubs and organizations of all types. Allow some time to do the extra work thus involved c. Try to interest each staff member in some group work for leadership in which he is specially fitted d. Watch for opportunities which will permit staff members to receive school and community recognition for successful accomplishments e. Encourage membership in local, state, and national professional groups which are working for the improvement of conditions affecting library work: in- creased salaries, tenure and retire~ent plans, community restrictions, etc. While no immediate change may be possible, the APRIL~ 1947 sense of belonging to powerful groups working for one's betterment promotes a hopeful attitude 8. To provide opportunity for independ- ent, creative work a. Encourage suggestions which assis- tants may present for routines and special projects connected with their work b. Do not supervise details, but let each assistan·t plan his work in his own way insofar as he is capable c. See · tl}at the individual receives credit in his own name for any note- worthy project instead of the credit being awarded to the group as a whole or to the administrator g. To encourage absorbing leisure-time interests. (Leisure-time · interests · provide not only recreation and change from rou- tine duties but also means of compensating for thwarted needs.) Types of activities of special value are: a. Creative activities and hobbies . of all types, especially those which involve manual skills · b. Outdoor recreations and sports which bring about a sense of physical well-being and help one to forget every- day routines c. Esthetic interests, music, art, drama, etc., which one may enjoy with people of similar tastes d. Social group recreations which may be carried on in the play spirit: dancing, parties, etc. e. Travel which will broaden interests and promote an understanding of condi- tions in other communities f. Study courses which are not directly connected with one's work but which broaden one's viewpoint and widen one's interests 10. To encourage a hopeful outlook for the future a. Help the individual to see when he is making progress b. Make him feel that y,ou will do all in your power to promote .his profes- sional growth c. Encourage plans for future study, travel, etc. d. Bring to the attention of the staff any general improvement in the status of college libraries 165 I I. To set up democratic administrative procedures a. Create an atmosphere of cooperative participation on the part of all members of the staff b. Let the members of the staff under- stand that, while the library administra- tor is the staff member directly respon- sible to school authorities, all members have a part in planning and policy making c. Let the members of the staff under- stand that they are colleagues, not em- ployees d. Work out all routines with those directly concerned. Avoid making changes or adding duties without consulting those concerned. health of the staff, the library administrator may make a small but important contribu- tion to our only hope for a future in the Atomic Age, i.e.~ the advance of democracy. In the words of Frank, "Whatever fosters and promotes mental health will guard and advance democracy.'' 7 Summary I. Since librarians are largely drawn from the same sources as teachers and other mem- bers of the school personnel and since they work under similar conditions, studies of the school personnel seem to indicate that the library administrator is likely to find some maladjusted persons on the library staff. - These maladjusted persons may act as "chemi- As the tempo of our lives is accelerated cal irritants" in their effect on co-worke,rs and by the speed of the Atomic Age, emotional library clientele. pressures will incr~ase. The techniques 2. The chief causes of maladjustment of pointed out to us by the science of mental · members of the school personnel seem to be: hygiene for reducing the ever increasing (a) emotional immaturity, and (b) environ- mental conditions. stresses and strains upon human relations 3. The library administrator, as a layman provide us with safety valves. These de- in the field of mental hygiene, will be able vices for living and working together happi- to do little about deep, underlying emotional ly and efficiently are not new to any of us. conflicts, but he may be able to do much to Nevertheless, in the absence of verified study alleviate conditions through control of en- vironmental factors. of actual conditions, observation seems to 4· A positive p·rogram of mental hygiene in indicate that many college library adminis- the library would attempt: (a) to remove as trators have not given enough attention to many as possible of the causes of insecurity the application of the I?rinciples of mental and irritation, (b) to create an atmosphere of hygiene as a factor in promoting congenial successful achievement and hope for the fu- ture, (c) to promote the physical and mental cooperation among members of the library well-being of the individual. staff and friendly, understanding service to faculty and students. In studying the situa- tion in his own library and working out a program to promote and _ protect the mental 7 See "The Reori entation of Educa tion to the Pro- motion of Mental Hygiene" by Lawrence K. Frank, in Men tal Health (Publica tion of the American Associa- ti on for the Advancement of Sci ence, v. 9), edited by F. R. Moulton and P. 0. Komora . Lancaster, Pa., The Science Press, 1939, p . 2 84-85 . 166 COLLEGE AND RESEARCH LIBRARIES