Nonprofessionals' judgments about clinical interaction problems.

Abstract

Helper-judged frequency and discomfort values were established for potentially challenging interaction situations between nonprofessional child aides and young maladapting school children. Helper discomforts were found to cluster meaningfully. Child aggression, family problems, and limit-testing behavior produced greater helper discomfort than the child's need to have the aide for himself or to be dependent. Rarely experienced situations had the highest judged discomfort ratings.Anyone who has served as a help agent for a period of time with people in psychological distress has surely experienced uncertainty and discomfort. Helpers are all too aware of the importance of their words and actions to helpees, many of whom are psychologically fragile. Helpers handle most helpee-initiated words or behaviors according to set guidelines that state, in effect: "If he does X, or says Y, then I must say K and/or do L." These strategies build into networks with learning and experience. Having them bolsters the helper's security and reduces his discomfort by offering at least the illusion that he is doing good and correct things when he responds as he does.Helpees, however, do not always follow predetermined behavioral scripts. Hence, sooner or later, helpers are confronted by novel and challenging client behaviors for which there are no clearly formulated handling ground rules. These situations can produce helper discomfort. When the helper has to respond without the security of precedent, it is much more difficult for him to estimate the consequences of his behavior. Apart from some anecdotal, case-related material, relatively little is known for most helping dyads about

Developmental Pathways from Child Maltreatment to Peer Rejection

“…Each child received summary scores for aggression and for social withdrawal based on the total number of nominations received during each year. Classroom teachers rated each child's behavior by using a standard scale adapted from the Classroom Adjustment Rating Scales developed by Cowen and his colleagues (Cowen, Lorion, & Caldwell, 1975;Patterson et al, 1990). Teachers rated each item on a 5-point Likert-type scale.…”

Attractive versus unattractive clients: Mediating influences on counselor's perceptions.

“…It may be that children are not expected to show extensive verbal skills in new situations (the taped interview was an intake session) and that lack of such skills is not interpreted as evidence of resistance and pathology as it is in adults. Lorion, Cowen, and Caldwell (1974) found that shy, undersocialized children had more favorable project outcomes than aggressive children; and Cowen, Lorion, and Caldwell (1975) found that helper discomfort with child clients was produced by aggressive, limit-testing behavior, rather than by shy, dependent behavior.…”