“Spontaneous” Improvement in the Social Positions of Emotionally Disturbed Children in Regular Classes

This study was conducted to measure change in the social positions of emotionally disturbed children through time and to assess the importance of acceptance by peers for the development of a healthy personality. The results showed that rejection of emotionally disturbed children was not maintained. This change in social position was not the result of an increase in the positive perceptions of emotionally disturbed children but an absence of negative perceptions by peers. These findings suggest that reduction in negative perceptions by peers may produce the social climate for good development. These results suggest that for good development, stress placed on the importance of acceptance by peers should be discounted. </jats:p

Cognitive Complexity-Simplicity as a Determinant of Internal-External Control

The purpose of this study was to determine the relationship for 208 junior high school students between the Adapted Modified Role Repertory Test, a measure of cognitive complexity, and Rotter's Internal-External Locus of Control Scale which measures locus-of-control. No significant correlation appeared. </jats:p

Long Term Effects of Special Class Intervention for Emotionally Disturbed Children

This study was designed to investigate long term changes in achievement, overt behavior, and social position of children identified as emotionally disturbed. Changes were measured for two groups of emotionally disturbed children: those who had experienced special class placement and had returned to regular classes for at least 2 years and those who did not experience the special class procedure. The results of the analyzed data question the long range efficacy of special class intervention. </jats:p

A Study of Emotionally Disturbed Children in Regular and Special Classes

This study was conducted to measure change in achievement and overt behavior of emotionally disturbed children in special and regular classes in Chautauqua County, New York. The social position of emotionally disturbed and normal children in regular classes was also assessed. A comparative description was made on the basis of the analyzed data and the following conclusions were made within the stated limitations of the study. The emotionally disturbed children in the regular classes achieved less well on the Wide Range Achievement Test and the Behavior Rating Scale than did the emotionally disturbed children in special classes. Further, the emotionally disturbed children in the regular classes were less well accepted than the normal children. </jats:p

Sequential Development of Cognitive Complexity

It has been demonstrated by Bieri and others that cognitive complexity is a meaningful personality construct for adults and older adolescents. The present study investigated by use of the Adapted Modified Role Repertory Test and the Modified Role Repertory Test possible developmental change in a child's system of role constructs, i.e., a child's ability to construe social behavior in a multi-dimensional way. Subjects were 90 third, 99 fifth, 90 seventh, and 89 ninth grade children, and 83 adults. Data suggest that with time a child's system of constructs becomes more differentiated. Therefore, development is accompanied by greater cognitive complexity. </jats:p