Details

Autor(en) / Beteiligte

• Koenigs, Annematt
• Oppenheimer, Louis

Titel

Development and training of role-taking abilities with emotionally disturbed preschoolers: A pilot study

Ist Teil von

• Journal of applied developmental psychology, 1985-10, Vol.6 (4), p.313-320

Ort / Verlag

New York, etc: Elsevier Inc

Erscheinungsjahr

1985

Link zum Volltext

Quelle

Elsevier Journal Backfiles on ScienceDirect (DFG Nationallizenzen)

Beschreibungen/Notizen

• The purposes of the present study were to verify whether emotionally disturbed preschoolers admitted to a medical day-care center would evidence a developmental lag in role-taking skills as compared to nondisturbed kindergartners and to study the effects of a training program with as its purpose to teach the MDC children to deal with their own and others' emotions. Forty-three children from a kindergarten ( n=22; mean age of 4.11 years) and a medical day-care center ( n=21; mean age of 4.11 years) participated in this study. The MDC children were randomly assigned to a control ( n=9) and to a training condition ( n=12). The training for the latter group covered a 10-week period. The results from this pretest and posttest design revealed no differences in performance for emotional role-taking (i.e., Borke-task) and social guessing (i.e., De Vries-task) between the disturbed and nondisturbed children on the pretest. On the posttest, however, a significant developmental lag was evident for the MDC-children who did not receive the training and those who did and the control group.