Reflection-Impulsivity and Locus of Control in Emotionally Disturbed Children

Impulsive and reflective emotionally disturbed children were compared on their perceived locus of control. Contrary to prediction, there were no differences in locus of control for these two groups.     

The Hand Test and Other Aggression Indicators in Emotionally Disturbed Children

The Hand Test is a projective technique yielding an Acting Out Score (AOS) which the test authors feel is useful as a predictor of aggressive, acting-out behavior. This study produced data regarding the stability of AOS, the relation of AOS to another projective device used to assess aggressive potential and the ability of AOS to predict teacher ratings of acting-out behavior among emotionally disturbed pre-adolescents. Results indicate that for this sample of Ss the AOS lacks stability as a measurement construct, does not correlate with another projective measure of aggressive potential and is not a useful predictor of acting-out behavior as rated by teachers of emotionally disturbed pre-adolescents.     

Some Thoughts on Hatred and Aggression in Classrooms of Emotionally Disturbed Children

The author describes her thoughts and experiences involving internal and interpersonal experiences of hatred, aggression, and violence in classrooms of emotionally disturbed latency and preadolescent children. She believes that the way in which these experiences are organized internally and interpersonally between teachers and students is a crucial foundational piece of redressing the traumatic attachment and developmental experiences of children within the life of the classroom.     

Occupational Therapy with Emotionally Disturbed Children in a Public Elementary School

This article describes a model of delivering occupational therapy services to a class of emotionally disturbed children in a public elementary school. It was determined that many of the children were placed in a special class because of inappropriate social skills. A weekly occupational therapy program was developed to address the chi Y dren's lack of age-appropriate social skills. A task-oriented group was chosen as the format, with activities selected based upon the level of the children's group interaction skills. The children exhibited an improvement in their social skills over the course of the school year.     

An Instructional Package to Enhance Spelling Performance in Emotionally Disturbed Children

Three boys ranging in age from 9 to 13, hospitalized in an 18 bed short-term psychiatric facility. were treated for spelling deficits. Treatment was evaluated in a multiple-baseline dmign across sets of words on which the children were deficient. The method of training involved a self-instructional procedm that incorporated a self-help manual to minimize teacher time in conducting training. Treatment affects were rapid and were maintained for two of the children who were followed up at two and tbree weeks, respectively.     

Love Poems: Some Thoughts on Attachment,Love, and Development in Classrooms of Emotionally Disturbed Children

The author describes experiences of mutual recognition, of regulation of affect, of reciprocity and “taking in” as they occurred in classrooms of emotionally disturbed latency aged children. These experiences were embedded with curriculum as well as within aspects of an attuned relationship between teacher and students and expanded to resonate within expeneriences in the wider community. The role and nature of attachments in classrooms of disturbed children is considered.     

3～6岁幼儿对攻击性行为的认知评价分析

通过故事评定法分析了3～6岁幼儿对攻击性行为的认知评价,结果表明:①此年龄段的幼儿对攻击性行为的认知已经达到一定的成熟度,开始考虑攻击性行为的条件与方式;②幼儿对攻击性行为的认知评价存在一定的性别差异,主要表现在受到言语侵犯时的攻击性行为;③对攻击性行为的认知评价的年龄差异突出表现在5岁与6岁之间.④采用蒙特梭利教育法的实验班幼儿,对攻击性行为比非实验班幼儿评价得更消极.     

Bicultural Effects on the Creative Potential of Chinese and French Children

This study examined possible bicultural effects on creative potential of children in four groups of Chinese and French children in Hong Kong and Paris. An international battery of widely used divergent measures (Wallach-Kogan Creativity Tests; WKCT) and newly constructed divergent-plus-integrative measures (Evaluation of Potential Creativity; EPoC) was established for assessment. Study 1 showed that most measures of WKCT and EPoC were reasonably high in reliability and they had expected correlations with the fluency scores of some subtests of Torrance Tests of Creative Thinking. Study 2 found some interestingly mixed bicultural effects favoring verbal divergent responses for French children and graphic integrative responses for Chinese children. Compared with Paris-French children, the bicultural Hong Kong-French children had significantly higher scores in figural fluency, figural flexibility, and figural uniqueness of WKCT (requiring only verbal divergent responses) but significantly lower scores in the graphic divergent-exploratory measure of EPoC. Compared with Hong Kong-Chinese children, the bicultural Paris-Chinese children had significantly higher scores in the graphic convergent-integrative measure of EPoC, but significantly lower scores in verbal fluency, verbal flexibility, figural fluency, figural flexibility, figural uniqueness, and figural unusualness of WKCT. Implications of the mixed bicultural effects in relation to the diverse creativity measures and children groups are discussed.     

Supervisor Emotionally Intelligent Behavior and Employee Creativity

In a national study of employees across industries (N = 14,645), we examined the role of supervisor emotionally intelligent behavior for employee opportunity to grow, their affect at work, and creativity/innovation at work. Employees reported on their supervisors' emotionally intelligent behavior (perceiving, using, understanding, and managing emotions), and self‐reported about their job experiences and creativity/innovation at work. Supervisor emotionally intelligent behavior was related to employee affect at work assessed using both open‐ended questions and emotion rating scales. Furthermore, supervisor emotionally intelligent behavior was linked to employee creativity/innovation through its effect on employee opportunity to grow and higher experience of positive affect (supporting a serial mediation model). We discuss the implications of the results for creativity/innovation research and innovation management.     

The relation between Rorschach signs of Aggression and behavioral Aggression in Emotionally Disturbed Boys

Ratings of aggressive behavior were related to Rorschach signs of aggression for sixty-three boys at a residential treatment school for children. The total list of 26 Rorschach signs was significantly correlated with the ratings, but much of this relationship was contributed by only a few individual signs. Indices of aggressive impulses, such as aggressive content, were not significant, while the more structural indices, considered as measures of impulse control, (presence of CF and absence of human movement responses), were significantly related to the behavior ratings. Presence or absence of human responses alone differentiated between low aggression and high aggression groups about as well as did a combination of indices.