Training Emotionally Disturbed Children in Role-Taking
A Structured Technique
Bibliographic Data
| ID | 13658947 |
|---|---|
| Authors | Linda I Garrity (Mendota Mental Health Institute, Waisman Center on Mental Retardation and Human Development, Madison, Wis., corresponding author), James T Donoghue (Mendota Mental Health Institute, Waisman Center on Mental Retardation and Human Development, Madison, Wis.), Robert Leff (Mendota Mental Health Institute), Robert M Leff (Mendota Mental Health Institute, Madison, Wis.) |
| Year | 1977 |
| Volume | 40 |
| Issue | 2 |
| Pages | 559-565 |
| Publication date | 1977-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1977.40.2.559 |
| PMID | 859980 |
| OpenAlex | W1994346477 |
| Language | EN |
| References cited | 10 |
A structured model is presented for brief training and evaluation of role-taking skills in young children. Using a within-subjects design, 16 emotionally disturbed boys ( M = 6–7 yr.) received brief training in role-taking and discussion with one story in the first condition and discussion only of another story in a second condition. No differences between conditions were found in subjects' recall, number of affective words used, and amount of eye movement. The use of this model in a control-group design, with separate groups of children receiving role-taking and discussion conditions, is suggested, and the importance of using a structured Technique in role-taking training is emphasized
Cognitive psychology · Control (management · Developmental psychology · Recall · Training (meteorology · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
| Highly cited | No |
|---|