This short report presents a small-scale study which may be of interest to teachers and parents who are concerned about the extent to which primary school children's thinking shows, and is influenced by, gender stereotyping. As a descriptive study, the practical applications of its findings will depend upon the views of its readers as to whether or not they see it as part of their role to attempt to influence children's perceptions of gender.Four specially designed tasks were presented to children of between eight and nine years of age. Three tasks addressed the children's perceptions of gender toy preferences and activities and occupations, and one task addressed the concept of colour in relation to sex identification. The focus of the study was cross-gender behaviours and whether the children saw the feminine role as more flexible than the masculine role.Two major findings emerged from the results of the four tasks. First, it was evident that the children clearly differentiated between toys, activities and occupations and colours that they saw as appropriate for males and females. Secondly, it was evident that the children viewed male gender roles and activities as being more rigidly proscribed than those of females.

The most salient processes in empathizing with people with intellectual disabilities may be different from empathy in other contexts. Establishing determinants of carer empathy may facilitate the development of psychological interventions to promote and enhance this important quality.

This paper introduces some of the learning and thinking we have done since we began applying the systemic model to our work with adults with learning disabilities.

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