Self-image of emotionally disturbed adolescents

This study examined the ways in which normal, depressed, and conduct-disordered adolescents differ with regard to self-image. Normal and psychiatrically hospitalized adolescents completed the Offer Self Image Questionnaire for Adolescents (OSIQ). Patients were grouped on the basis of their DSM-III diagnoses, and their OSIQ scores were compared. Major depressive disorder, particularly the first episode, was associated with poor self-evaluation in multiple areas, while conduct disorder was associated with almost no specific self-image deficits. For younger (12- to 15-year-old) adolescents, a repeated episode of depression was associated with a poorer selfimage than was a diagnosis of dysthymic disorder or a typical depression, but a better self-image than a single episode of depression, suggesting that at this age, repeated episodes are met with internal adaptation rather than continued self-devaluation. Adolescents who received a diagnosis of both conduct disorder and major depression reported an overall level of self-image disturbance between those with either of these disorders alone, suggesting that acting-out behaviors may attenuate the self-devaluing experience of depression. Results are discussed in terms of current issues in adolescent development and developmental psychopathology.Portions of this article were presented at the annual meeting of the Midwestern Psychological Association, Chicago, 1986, and the annual meeting of the Association for the Advancement of Behavior Therapy, Chicago, 1986. The author wishes to express her appreciation to Kenneth I. Howard for his continued guidance throughout this project; to Lauren B. Alloy, Richard R. Bootzin, G. Daniel Lassiter, William Revelle, and two anonymous reviewers for helpful comments on an earlier draft; to Daniel Offer and Eric Ostrov for allowing use of their normative data; and to the staff of Charter Barclay and Riveredge Hospitals for their assistance in the data collection.     

WISC short forms with emotionally disturbed children

The complete WISC protocols of 100 emotionally disturbed children were rescored according to 30 selected-subtest and 1 selected-item methodologies and then compared for their correspondence to the standard form. High correlations between all of the short forms and the standard WISC were obtained. However, 16 of the selected-subtest short forms and the selected-item short form resulted in a significantly different mean than the standard. In addition, all short forms resulted in a high percentage of individuals changing IQ classification. Results are interpreted as indicating the inappropriateness of short forms with emotionally disturbed children when individual scores are of prime interest.     

A prevocational training project for emotionally disturbed adolescents

Adult inpatient populations, trained to develop a repertoire of work-related skills such as tracking and following directions, utilizing emotional controls, relating to the world in a realistic manner, as well as acceptance of supervision, grooming, punctuality, and attendance. These skills eased their transition to the community and assisted in a more positive existence once within that community as compared to their untrained cohort. Additionally, the process of vocational training has been demonstrated to have therapeutic benefits. This project used many of the same adult training principles but applied them to an adolescent inpatient population. A vocational training project using specific behavioral interventions resulted in comparable improvement for adolescent subjects otherwise evidenced in adult patients' work-related skills and abilities. This training project was conducted yearly, 32 h per week for 10 weeks for 4 years. The project combined actual work experience, classroom time and behavioral interventions and rewards. A 16 × 10 analysis of variance was computed to assess improvement in work-related skills and abilities. The analysis yielded and F = 2.57, p < 0.01, suggesting the efficacy of the behavioral interventions when applied to adolescent inpatient populations. © 1997 John Wiley & Sons, Ltd.     

Reflection-impulsivity and academic attainment in emotionally disturbed children

Sixty-five emotionally disturbed children were administered the Matching Familiar Figures Test (MFF) and standard achievement tests. Significant correlations were obtained between MFF errors and achievement and Mental Age (MA) but not between MFF latencies and achievement and MA. Fifteen impulsive and fifteen reflective children, matched on MA and not differing on Chronological Age (CA), did not differ on their levels of academic achievement. However, the reflective group was found to be two grades above the impulsive group in actual grade placement. Results are discussed in terms of possible behavioral differences and their consequences for the individual.     

Reflection-impulsivity and information seeking in emotionally disturbed children

Forty-four emotionally disturbed children were administered the Matching Familiar Figures Test by one examiner after which the 13 most impulsive and 13 most reflective were chosen. A second examiner administered the Fixed Alternatives Question-Asking Game in whichSs sought information by asking questions that could be answered either yes or no. These questions were classified on a developmental basis; reflective children were found to employ more mature questions than did impulsive ones. Indirect comparisons between the present results and those obtained with normalSs were made.     

Teaching social skills to emotionally disturbed adolescent inpatients

A social skills training program was evaluated with emotionally disturbed adolescent inpatients. The targeted social skills required an action or reaction within six skill areas. The program was adapted from a commercially available social skills training game that features the use of response specific feedback, self-monitoring, individualized reinforcers, and individualized performance criteria. A peer conducted the baseline and posttraining sessions while the training was conducted by an adult who had no previous interactive history with the subjects. A multiple baseline design across groups demonstrated that the program increased appropriate responding in all skill areas and that these effects generalized during the posttraining peer conducted sessions. A generalization test indicated that the subjects used their newly learned skills with a novel adult outside the training setting. The program appears quite applicable to emotionally disturbed adolescents since it targets skills in a variety of areas and employs standardized procedures to enhance replicability.     

Reliability of state-trait anxiety with emotionally disturbed children

The test-retest reliability and the internal consistency of the State-Trait Anxiety Inventory for Children (STAIC) was determined for 30 emotionally disturbed children. The STAIC was administered at the beginning and end of a three month period. Test-retest reliability for the STAIC A-State and A-Trait scale were. 63 and 44, respectively. Alpha values of internal consistency were 89 and 88. Differences in these results and findings previously reported by Spielberger (1973) are discussed in terms of population differences.     

The Hopelessness Scale for Children: Psychometric properties with normal and emotionally disturbed adolescents

The psychometric properties of the Hopelessness Scale for Children (HSC) were evaluated with a sample of 834 normal adolescents and 93 adolescent suicide attempters. Factor analyses studies revealed two factors with both groups. Internal consistency with item-total score correlations were acceptable, while moderate test-retest reliability was found over a 10-week period with the normal sample. Support for the validity of the HSC was provided via studies with the suicide attempter group in which positive correlations with depression and depressive attributional style were found. Predicted differences between the suicide attempters, an outpatient psychiatric sample, and normal controls were also found. However, some items did not appear to discriminate suicide attempters from controls. Results are discussed in terms of the utility of the HSC with adolescents and adolescent suicide attempters and with regard to differences between child and adult samples in hopelessness.     

Adaptive behavior in young children of emotionally disturbed women

Children of mentally-ill parents are population at increased risk for psychiatric disorder, and recent research has focused on the psychological development of these individuals. The Rochester Adaptive Behavior Inventory (RABI) was developed to measure the adaptive behavior of such high-risk children based upon a parental interview. Scales defining specific behavior spheres were reproduced in four samples of 30- and 48-month-olds. These scales differentiated high-risk children along dimensions of maternal psychopathology and social status. Global measures of maternal illness, such as severity of symptoms, proved to be more powerful than specific diagnosis. Race and socio-economic status also had a major impact on adaptive behavior. Implications of the data for high-risk theories of schizophrenia are discussed.     

The use of the peabody picture vocabulary test with emotionally disturbed adolescents

The validity and reliability for the Peabody Picture Vocabulary Test (PPVT) was estimated with 52 nonpsychotic emotionally disturbed adolescents. Approximately 6 months after an initial administration of the PPVT and the Peabody Individual Achievement Test (PIAT), all children were retested. Significant increases in PPVT IQ and PIAT reading comprehension scores were found upon readministration. The internal consistency estimate for the initial PPVT administration showed considerable consistency in responding. A modest temporal stability estimate indicated a fair amount of fluctuation in scores over time. Concurrent validity coefficients for the PPVT indicated moderate to dependable relationships with PIAT subtests. Predictive validity estimates for the PPVT suggested moderate relationships with future achievement, accounting for some 26% of the variability in total achievement.