Social Role-Taking: A Review of the Constructs, Measures, and Measurement Properties

Enright, Robert D.; Lapsley, Daniel K.

doi:10.2307/1170298

Cited by 20 publications

(42 citation statements)

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“…The level of SPT was also found to have good internal consistency in the current sample (Cronbach alpha=0.83). Research indicates that the INS measures a distinct domain apart from IQ and demonstrates adequate internal and external validity (Enright and Lapsley 1980;Yeates et al 1991). The INS has been reported to correlate with indices of social status (r=0.58 for girls and 0.66 for boys) and behavior problems (r=−0.17 for girls and −0.33 for boys) (Yeates et al 1991).…”

Section: Methodsmentioning

confidence: 99%

Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder

Marton

Wiener

Rogers

et al. 2008

J Abnorm Child Psychol

129

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This study explored empathy and social perspective taking in 8 to 12 year old children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). The sample comprised 92 children, 50 with a diagnosis of ADHD and 42 typically developing comparison children. Although children with ADHD were rated by their parents as less empathic than children without ADHD, this difference was accounted for by co-occurring oppositional and conduct problems among children in the ADHD sample. Children with ADHD used lower levels of social perspective taking coordination in their definition of problems, identification of feelings, and evaluation of outcomes than children without ADHD, and these differences persisted after the role of language abilities, intelligence and oppositional and conduct problems were taken into account. Girls were more empathic and had higher overall social perspective taking scores than boys. Implications for research and practice are discussed.

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Section: Methodsmentioning

confidence: 99%

Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder

Marton

Wiener

Rogers

et al. 2008

J Abnorm Child Psychol

129

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“…Social perspective taking, sometimes referred to as “role-taking,” involves the ability to understand another person’s thoughts or feelings from that person’s point of view (Enright & Lapsley 1980). Social perspective taking is comprised of cognitive and affective perspective taking (e.g., Enright & Lapsley 1980).…”

Section: Social Developmentmentioning

confidence: 99%

Developmental Demands of Cognitive Behavioral Therapy for Depression in Children and Adolescents: Cognitive, Social, and Emotional Processes

Garber

Frankel

Herrington

2016

Annu. Rev. Clin. Psychol.

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Although some treatments for depression in children and adolescents have been found to be efficacious, the effects sizes have tended to be modest. Thus, there is considerable room to improve upon existing depression treatments. Some children may respond poorly because they do not yet have the cognitive, social, or emotional maturity needed to understand and apply the skills being taught in therapy. Therefore, treatments for depression may need to be tailored to match children’s ability to both comprehend and implement the therapeutic techniques. This paper outlines the steps needed for such developmental tailoring: (1) specify the skills being taught in depression treatments; (2) identify what cognitive, social, and emotional developmental abilities are needed to attain these skills; (3) describe the normative developmental course of these skills, and how to determine a child’s developmental level; and (4) use this information to design an individualized treatment plan. Possible approaches to intervening include: alter the therapy to meet the child’s level of development, train the child on the skills needed to engage in the therapy, or apply a dynamic assessment approach that integrates evaluation into treatment and measures children’s potential as well as their current abilities.

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“…Several investigators have attributed the inconsistent findings in the role-taking literature to the psychometric properties of role-taking measures and/or the as yet undifferentiated, and probably multidimensional, nature of the role-taking construct (Enright & Lapsley 1980;Hudson 1978;Kurdek 1978;Rubin 1978;Urberg & Docherty 1976). Two conclusions drawn from this previous research constitute the rationale for the present study.…”

mentioning

confidence: 80%

Role Taking as a Predictor of Prosocial Behavior in Cross-Age Tutors

Hudson¹,

Forman²,

Brion‐Meisels³

1982

Child Development

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Social Role-Taking: A Review of the Constructs, Measures, and Measurement Properties

Cited by 20 publications

References 0 publications

Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder

Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder

Developmental Demands of Cognitive Behavioral Therapy for Depression in Children and Adolescents: Cognitive, Social, and Emotional Processes

Role Taking as a Predictor of Prosocial Behavior in Cross-Age Tutors

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