Showing papers in "Adolescence in 1977"

The self concept of the adolescent with learning disabilities.

Abstract: The Coopersmith Self Esteem Inventory (CSEI) was administered to 23 Ss diagnosed to have learning disabilities, and normally achieving seventh graders (N = 70) to investigate: a) whether differences exist between the self-esteem of the adolescent with learning disabilities and the normally achieving adolescent, b) the dimensions of self concept in which these differences occur, and c) the relationship between self concept and the number of years in the special classroom for the adolescent with learning disabilities. The data were fitted to a 2 X 2 (ability X school) fixed effects non-orthogonal multivariate analysis of variance model. A significant difference (p less than .05) in "social self-peer" self concept favoring the "normally" achieving S's was found. A trend was evidenced for more negative "general self" and "school-academic" self concepts for the learning disabilities sample. Number of years in the special class did not appear associated with self concept as measured by the CSEI.

School-age parents: how permanent a relationship?

Abstract: One hundred eighty school-age girls who registered for care in a prenatal clinic were studied through two years postpartum. At registration, the mean age of the pregnant girls was 15.6 and the putative fathers was 18.5 years. Many of the fathers continued to see the young mothers, to provide financial support, and to visit their children. By 26 months after delivery, however, only 23% of the mothers had married the putative fathers, 23% still were seeing them regularly, 18% saw them occasionally, and 35% either never saw them or had married someone else. Only 25% of the mothers who expected to marry the putative father did so. The study findings have significant implications for the inclusion of putative fathers in programs for school-age mothers.

Runaway adolescents' perceptions of parents and self.

Abstract: The purpose of the study was to investigate the relationship between runaway behavior in adolescence and an adolescent's self-concept and antecedent parental treatment. The Cornell Parent Behavior Questionnaire and the Adjective Check List were used to assess 47 runaways and a matched group of non-runaways. Analyses of the data indicated: (a) runaway adolescents report more punishment and less support from their parents; (b) runaway girls report the most and runaway boys the least degrees of parental control; (c) runaways hold a less favorable self-concept, specifically on the dimensions of anxiety, self-doubt, poor interpersonal relationships, and defensiveness; (d) runaways also manifest, as an aspect of the self, a readiness for counseling. Language: en

Traditional religious orthodoxy, respect for authority and nonconformity in adolescence.

Abstract: Broad generalizations regarding youth cultures must take into account the relative impact of conventional beliefs on adolescent behavior. Data obtained from 4,220 boys and girls from grades 8-12, in communities of different socioeconomic status, show that traditional religious orthodoxy and respect for authority represent viable social forces. The general assumption of a drastic decline with age in the commitment to these conventional orientations during adolescence requires some qualification. Beliefs dealing with respect for authority which lack specificity in regard to the institutional lucos of authority remain substantially unchanged with increasing age. Several traditional religious orthodox and respect for authority items either did not show a consistent decline with increasing age or showed only a slight decline. Commitment to these conventional beliefs is inversely associated with nonconforming behavior. Language: en

Graffiti and adolescent personality.

Abstract: Graffiti has been studied for many years from many viewpoints. They have been used to explain accounts of people, styles of life, and assumed relationships. The present paper reports an attempt to analyze graffiti as outward manifestations of adolescent personality. Results suggested that different forms of graffiti could be interpreted from five characterizations of early adolescent personality: sexual maturity, self-identity, idealism, iconoclasm, and rebelliousness. Significant differences were found between boys and girls in numbers of inscriptions for each category. Further, the graffiti were analyzed in relation to early adolescent stages of development.

Locus of control and law knowledge: a comparison of normal, retarded and learning disabled adolescents.

Abstract: Individualization of instruction of mentally handicapped adolescents may be facilitated by understanding of relevant variables associated with the learning skills required for coping with community life. This study explores the relationship between knowledge of such skills and locus of control (belief concerning the relative contribution of chance or others to outcomes and events which follow one's behavior). Comparisons of scores of 94 high school students on the Bialer-Cromwell Locus of Control Scale and a test of knowledge of law about such matters as credit, theft, and marriage, indicated that: (1) High school students in standard and college preparatory programs were more likely to see outcomes as determined by their own behaviors than were retarded and learning disabled students; (2) High school students in standard and college preparatory programs were better informed about legal matters crucial to community life than were mentally retarded and learning disabled students; (3) Mentally retarded and learning disabled students did not differ in law knowledge or on locus of control; (4) Locus of control was not directly related to IQ within the retarded-learning disabled group; (5) A moderate positive correlation was found between locus of control and law knowledge for the total group. Findings support Rotter's social learning theory. These findings also suggest that educators may need to provide more direct and specific training in critical aspects of layman's law for most retarded and learning disabled adolescents, as well as for average students who manifest external locus of control beliefs.

Assessing adolescent mental health needs: the views of consumers, providers, and others.

Abstract: The perceived mental health needs of adolescents were measured by questionnaire to groups of teenagers, parents, community child guidance personnel, self-help groups, police and court related people, school personnel, mental health administrators and area board members. Alcohol abuse and unemployment were seen as the first and second priority problems by most groups. Regarding specific services and facilities needed, residential facilities of various types were the most critical concern. Alcohol abuse programs, employment counseling, and family therapy and counseling were also major needs. There was considerable consensus as to needs among both consumers and providers. However, consumers tended to see as higher priority those problems affecting large numbers of adolescents while providers worried more about the seriously disturbed few.

Is adolescent rebellion universal

Abstract: Forty volunteer subjects were interviewed in an attempt to determine if indications of adolescent rebellion would be found across the range of disciplinary styles. An analysis of the taped interviews did not support the expectations. Twenty-five percent of the sample manifested high rebelliousness and none of these subjects came from low-control homes. Seveny-five percent of the sample showed little or no rebelliousness at all. Low rebelliousness was evently distributed across the spectrum of disciplinary styles. The twenty per-cent incidence of permissive homes was higher than other research indicated it might be. Authoritarian parents in this sample appeared to be less restricting than would have been expected. A wider range of adolescent behavior was accepted and fewer issues provoked conflict and rebellion as the parents appeared to be responding to a changing society.

Ideal sex roles for children and acceptance of variation from stereotypic sex roles.

Abstract: In a sample of 50 child psychology students, 40% preferred that there be no differences between male and female children on 14 personality characteristics, while 60% preferred differences resembling current sex role stereotypes. For the latter students there was some preference for dominance, aggression, autonomy, exhibition, heterosexuality, and achievement to be more characteristic of males, and order, succorance, deference, nurturance, and abasement to be more characteristic of females. Both groups observed male and female peers describing themselves in a manner appropriate or not appropriate to current stereotypes. The students with a stated preference for no sex role difference among children did in fact express a more equal attraction to male or female peers whether they depicted sex appropriate or inappropriate roles.

Some techniques in rehabilitating the school phobic adolescent.

Abstract: This paper has described several intervention strategies which may be of help to the school phobic adolescent. I have set forth the specifics of the attendance contract which is negotiated with the youngster and with the school. Principles of community mental health stress the importance of collaboration with other care givers to resolve psychological problems. Therefore, I have placed major emphasis on the role of the school in enhancing the early return of the school phobic youngster to school.

Selected volunteer adolescents in adolescent group therapy.

Abstract: Twenty-one adolescents had therapy in a group containing three volunteer adolescents over a period of ten months. Fifteen adolescents came to five sessions or more. A description of the group shows how many of the group members model their behavior and attitudes on those of the volunteers. It is suggested that using volunteers is a useful method of initiating and maintaining a group of adolescents.

Paraprofessional treatment of school phobia in a young adolescent girl.

Abstract: Debbie, a 14-year-old girl, was referred one year ago to a rural mental health center by her parents, essentially due to continued refusal to attend school. It was readily apparent that the symptoms were those of a classic case of school phobia, i.e., refusal to attend school, nausea and/or vomiting on school days but not on weekends, the overprotective mother, the distraught family, and other rather predictable concomitants. Following careful professional assessment, the assignment of a paraprofessional was made (a senior elementary education major taking part in a field experience course in psychology), and treatment was begun. The multiple involvement of a school personnel, and the parents for purposes of resolution of the case is discussed, with particular emphasis on paraprofessional effects. Data concerning school attendance, academic marks, school personnel reaction, peer response, and parental attitude before and after is noted. Though the immediate problem of school phobia was resolved, the underlying problems still remained. An up-to-date summary of the case as it stands today is provided. A brief survey of pertinent literature is also included.

The Ideal Self and Cognitive Development in Adolescence.

Abstract: This study investigated the relationship between cognitive development level and the ideal self in adolescence, sampling 223 male and female 12- and 13-, and 15- and 16-year-old working and middle class English comprehensive school students, hypothesizing that maturity of the ideal self would be related to cognitive development. Correlations between cognitive developmental total score and ideal self score were significant for the whole sample and for both age groups. Regression analysis showed cognitive development score to be the major significant predictor of ideal self score at both age levels, with sex contributing additionally at the older age level.