Training Emotionally Disturbed Children in Role-Taking: A Structured Technique

Garrity, Linda I.; Donoghue, James T.; Leff, Robert

doi:10.2466/pr0.1977.40.2.559

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…Using a time sampling method and coding for social exchange, proximity and interest, O'Connor found no differences between placebo and experimental groups of pre-schoolers in their preferences for adults vs. peers as a result of role-taking training. Garrity and Donoghue (1977) made the assumption that visual imagery represents internalized imitations of . actions which occur in actual situations and would increase when roles were enacted.…”

Section: Role-taking and Direct Observation Of Behaviormentioning

confidence: 99%

Role-taking and behavior

Uphoff¹

2000

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The present study examined the relationship between the cognitive skill of role-or perspective-taking and naturally occurring behavior of behaviorally disordered children. Twenty-six boys, aged five years, nine months to twelve years, two months were tested and observed at their treatment facility. It was predicted that children who could take the perspective of others would prefer peer to adult interaction, would more likely give positive attention to their peers and would be more likely to use affective language than their non perspective-taking peers. These and related hypotheses were examined by observing each participant's interactive behavior for 36 minutes distributed over three different settings, lunch, freetime and organized activity on six or more 2 different days. To determine perspective-taking skill, two perspectivetaking instruments were administered in a separate room at the treatment site. One measure (the Chandler role-taking task) required a child to tell a story from a series of three cartoon pictures and then retell the story from the point of view of a late arriving bystander. The other task (the Friendship interview from the Selman Measure of Interpersonal Understanding) assessed role-taking on the basis of the child's responses to questions about a filmstrip story that depicted a conmon dilemma between close friends. The variety and frequency of affective words was assessed by counting the affective words used by the child when responding to the first role-taking task, the cartoon stories. A vocabulary test was administered at the same time as the other cognitive measures. Before data analysis began, such methodological concerns as reliability of the observational code, reliability of the judges' scoring of the role-taking tasks and internal consistency of the measures were addressed. Cognitive measures, use of affective language and behavioral categories were then correlated with each other. The vocabulary test was used to partial general verbal skill from the relationship of role-taking and affective language. In addition to examining relationships among the measures, the children were divided into nerspective-taking and non perspective-taking groups and compared on the various behavioral and language measures.It was found that perspective-takers engaged in more neutral interaction with their peers than did non perspective-takers. While there was no negative relationship between perspective-taking and neutral interaction with adults, it was found that perspective-takers received less positive and negative attention from adults. Although no relationship was found between perspective-taking and th~ general categories of distributing positive attention to peers and adults, there was a relationship between a specific sub-category of positive attention, sharing and the Selman perspective-taking measure. Helping behavior was marginally correlated with the Chandler perspective-taking task. No relationship was found between perspective-taking and receiving positive or negative attention from pee...

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Section: Role-taking and Direct Observation Of Behaviormentioning

confidence: 99%

Role-taking and behavior

Uphoff¹

2000

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Self-report measures for use with children: A review and comment

Beitchman

Corradini

1988

J. Clin. Psychol.

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This article underscores the need for self‐report instruments for children to complement the teacher and parent questionnaires traditionally used to assess various aspects of children's psychological lives. Some of the problems inherent in using teachers, parents, and children as informants are delineated. Many self‐report instruments, in particular those that are used to assess children's self‐concept, anxiety, depression, and personality, are reviewed. The Children's Self‐Report Questionnaire (SRQ) was designed to assist in the diagnosis and detection of psychological deviance in 7‐ to 12‐year‐old children. The SRQ is easily administered, has broadly based norms, and has acceptable reliability and validity. The SRQ can be used as an aid to both research and clinical assessment and may provide insight into the inner world of the child.

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Behavioral Observation of Children During Play Therapy: Preliminary Development of a Research Instrument

Howe¹,

Silvern²

1981

Journal of Personality Assessment

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There is a need for a measure of children's playroom behavior to assess areas of functioning relevant to diagnosis, therapy process, and outcome, as discussed in clinical literature. This study concerned the development of a Play Therapy Observational Instrument designed to meet criteria specified as necessary for such a measure. Two nonclinicians were trained in the observation and scoring of 31 child behaviors. The observations were made on video tapes and transcripts of ongoing play therapy sessions. Results indicated that 13 of the behaviors were scored with a high level of interjudge reliability. These reliable scores formed three statistically valid and theoretically meaningful subscales: emotional discomfort, use of fantasy play as a coping method, and the quality of the child's interaction with the therapist. Children's scale scores were sufficiently stable within sessions and across two therapy sessions to indicate that they reflected individual differences. Relationships between scales were assessed and discussed in the light of theoretical controversies. Implications for future research were discussed.

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Training Emotionally Disturbed Children in Role-Taking: A Structured Technique

Cited by 3 publications

References 12 publications

Role-taking and behavior

Role-taking and behavior

Self-report measures for use with children: A review and comment

Behavioral Observation of Children During Play Therapy: Preliminary Development of a Research Instrument

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