Factor specific differences in locus of control for emotionally disturbed and normal children.

The Nowicki-Strickland Locus of Control Scale for Children was given to 20 normal and 20 emotionally disturbed children to investigate the differences between the two groups on self-reported locus of control. The locus of control score and scores for each separate factor were calculated. Separate analyses of variance indicated that emotionally disturbed children did not differ from normals on overall locus of control nor on four of the five factors. However, one factor, Helplessness, differentiated the two groups with emotionally disturbed children endorsing more Helplessness items. The results are discussed in terms of factor specific methodology and in regards to the clinical relevance of Helplessness as a key factor.     

Social perspective-taking and adjustment in emotionally disturbed,learning-disabled,and normal children

Preadolescent emotionally disturbed, learning-disabled, and normal boys were compared on social perspective-taking and behavioral measures to examine possible contributions of social cognitive deficits to children's adjustment problems. Antisocial-prosocial and withdrawn-gregarious behavior dimensions were studied through subscales derived from teacher ratings. Results indicated that across all groups, high perspective-taking was associated with significantly less withdrawal than was low perspective-taking; within groups, this finding was significant only for the emotionally disturbed boys. Contrary to theoretical assumptions, antisocial behavior was not significantly related to perspective-taking across the sample. Among emotionally disturbed boys, relatively higher affective perspectivetaking was significantly correlated with higher antisocial behavior. This positive correlation for the emotionally disturbed group was significantly different from the nonsignificant negative correlation between antisocial behavior and perspective-taking among normals. Findings for learning-disabled boys were intermediate. between results for emotionally disturbed and normal boys on both perspectivetaking and behavioral measures, and the learning-disabled group generally did not differ significantly from either other group. Theoretical and clinical implications of the findings are discussed The authors acknowledge the invaluable assistance and cooperation of many teachers and principals in Jefferson County School District in Colorado, especially Ms. Norma Sobesky, coordinator of the program for Significantly Impaired Emotionally and Behaviorally Disturbed Children, and Ms. Beth Young, coordinator of the program for Perceptual and Communicative Disorders.     

Quantitative difference in the experience of state-trait anxiety in emotionally disturbed and normal children

In order to investigate the state-trait anxiety distinction in emotionally disturbed and normal children, the responses of 120 emotionally disturbed children and 126 normal children to the State-Trait Anxiety Inventory for Children (Spielberger, 1973) were factor analyzed separately. For the emotionally disturbed group two A-State and two A-Trait factors were found with the A-State factors accounting for significantly more of the variance than did A-Trait factors. For the normal group four A-State and two A-Trait factors were found, but there was not a significant difference between the amount of variance accounted for by A-State and A-Trait factors. Results were discussed as supporting the state-trait distinction and as having several implications for future research on anxiety.     

Responses to methylphenidate in Attention-Deficit/Hyperactivity Disorder and normal children: update 2002

Since the positive effects of stimulants on disruptive behavior were described (Bradley & Bowen, 1941), further pediatric studyhas been limited almost exclusively to samples of hyperkinetic school-age children. Because these agents normally were viewed as arousing in their effects on the central nervous system, but were calming in their therapeutic effects on these children, stimulant effects on Attention Deficit Disorder (ADD) were interpreted as being 'paradoxical.' Investigation of effects in normal children and adolescents and in those with disorders unrelated to Attention-Deficit/Hyperactivity Disorder (ADHD), as well as in young adult samples, however, indicate that stimulants appear to have similar behavioral effects in normal and in hyperactive children. This brief report is an update (as of August 2002) on studies of stimulants in ADHD and normal children, with particular focus on MPH.     

Responses to messages about health behaviors: The influence of repressive coping

This study examined the impact of messages that promoted health behaviors on repressors (persons who report low levels of anxiety and a high need to appear socially desirable), high anxiety participants (persons who report high levels of anxiety and a low need to appear socially desirable), and low anxiety participants (persons who report low anxiety and a low need to appear socially desirable). It was hypothesized that repressors would be more influenced by messages encouraging health promotion behaviors than messages encouraging disease detection behaviors. Also it was hypothesized that low anxiety participants and high anxiety participants would be equally influenced by messages about both types of behavior. To test these hypotheses 40 repressors, 40 high anxiety, and 40 low anxiety participants were randomly assigned to read a message that encouraged the performance of either a disease detection or health promotion behavior. Then participants were asked to indicate their intention to perform the behavior and then were asked to recall the message. The results indicated that repressors spent less time reading the messages and recalled less of the messages about detection behaviors than messages about promotion behaviors.     

Sexual identity and personality variables in normal and disturbed adolescent girls.

Disturbed and normal adolescent girls from a working class background were compared on three measures of sex role as well as self and ideal personality characteristics. Both disturbed and normal girls had an appropriate sex-role identity on two of the measures. An association was found between normal status and high self scores on nurturance, affiliation, and endurance, and between pathological status and succorance. Although differences existed on some self reported traits between pathological and normal status, all groups tended to see the ideal female teenager as having an equitable balance among the personality variables and higher than they rated themselves on deference, nurturance, and affiliation and lower on autonomy. It was concluded that the presence or absence of certain adaptive personality traits may be more important than sex role disturbance in pathology.     

The effects of stress on state and trait anxiety in emotionally disturbed,normal, and delinquent children

The effects of stress on trait and state anxiety of emotionally disturbed, normal, and delinquent children were assessed using the State-Trait Anxiety Inventory for Children (STAIC). This scale measures both transitory feelings of apprehension and tension that vary over time as a function of situational stress (A-State) and individual differences in the disposition to experience such anxiety states (A-Trait). Results indicated that A-State increased as a function of stress, whereas A-Trait was relatively stable and impervious to the temporary effects of stress. Use of the STAIC with normal and deviant populations was supported.     

Attaining and maintaining preparation: A comparison of attention in hyperactive,normal, and disturbed control children

The hypothesis that hyperactive children have a deficit in sustained attention was investigated. Eighteen children who had attention deficit disorder with hyperactivity (ADDH), aged 7 to 11 years, were compared with children who had conduct disorder (n = 15), mixed conduct disorder and ADDH (n = 26), emotional disorder (n = 18), or learning disability (n = 22), and with normal controls (n = 15). The subjects were tested on three versions of the Continuous Performance Task. Sustained attention was assessed from performance with increasing time on task and from ability to prepare attention in response to a warning. Performance of all subjects deteriorated with increasing time and improved with the opportunity to prepare attention. Hyperactive subjects were not more adversely affected by increasing time, nor did they benefit less than controls from the opportunity to prepare attention. Data reanalysis after rediagnosis according to ICD-9 criteria did not change the results. This study did not confirm the hypothesis that hyperactive children have a unique sustained attention deficit.