College students with physical disabilities: Myths and realities.

Examined (1) the affect concerning interaction between nondisabled (ND) college students and physically disabled (PD) students, (2) stereotyping by both ND and PD students, (3) aspects of the self-concepts of ND and PD students, (4) ND students' beliefs about these aspects of self-concept. 32 PD college students (aged 19–36 yrs) and 221 ND students served as Ss. Data from a battery of measures showed that ND Ss were less comfortable with PD peers than with able-bodied peers. PD Ss were equally comfortable with ND individuals and with those having the same disability as they did but were as uncomfortable as ND Ss with peers having a disability different from their own. When predicting the responses of others, ND Ss scored both able-bodied and PD peers lower on most dimensions of self-concept than the actual scores of these groups indicate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assertiveness training for disabled adults in wheelchairs: Self-report, role-play, and activity pattern outcomes.

34 physically disabled adults participated in an 11-wk assertiveness training (AT) program. Ss were randomly assigned to either AT or a waiting-list (WL) condition. Each was asked to complete 3 self-report measures, a role-play test, and a social and recreational activity diary. The AT Ss showed significant improvements on both self-reported assertiveness and role-play performance from pre- to posttreatment, whereas WL controls showed no changes on these measures. No significant changes in frequency of social or recreational activities were found at posttest for either AT or control Ss. A mixed pattern of results was shown at 6-mo follow-up. Posttest gains were maintained across all self-report measures of assertiveness and acceptance of disability, whereas role-play performance approached baseline levels at 6-mo follow-up. Overall results support the use of AT in enhancing perceived social efficacy and interpersonal skill of physically disabled adults in wheelchairs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Demand characteristics and inferential processes in psychotherapeutic change.

Assigned 87 19–54 yr old unassertive Ss to 4 types of imaginary role playing: (a) roles based on personality attributes presenting demand characteristics for changing self-concepts, (b) social skills training, (c) exposure to stressful social situations, and (d) a neutral social situation control group. Pre- and post-role-playing scores on a self-concept instrument were determined. ANOVAs showed that Ss who participated in condition (a) increased significantly in assertiveness and self-esteem and decreased significantly in social discomfort compared to the control Ss. It is suggested that general therapeutic factors involve demand variables that cue Ss to alter their self-concepts. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acceptance of physical disability and attitudes toward personal appearance.

Investigated appearance management (AM) as a social–psychological variable in 322 physically disabled university students. The questionnaire included an AM and social interaction scale and measures of acceptance of disability. A tendency to regard AM as a form of compensation was associated with a tendency to view physical disability as a central or salient aspect of personal identity. Data suggest that AM is regarded by some as a means for ameliorating the social impact of a physical disability, but is expected to serve only a secondary role in impression formation. The relationship between disability acceptance and predisposition toward AM is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer of assertion-training effects to roommates of program participants.

Investigated the effects of assertion training (AT) on 36 college freshmen and on the behavior of 33 roommates who did not themselves receive AT. Ss, each of whom shared a dormitory room with a roommate, were randomly assigned to 1 of 3 treatment conditions: an AT group, a discussion-oriented group, or a no-treatment control group. Covariance analysis of posttreatment measures of assertiveness (College Self-Expression Scale, Tennessee Self-Concept Scale, Social Avoidance and Distress Scale) revealed that the AT group, but not the discussion group, was significantly more assertive than the control group. The AT group, but not the discussion group, was also significantly less socially anxious than the control group. Roommates of Ss who received AT obtained significantly higher assertiveness scores than roommates of Ss in either of the other 2 groups. Possible mechanisms for the generalization of the effects of AT to roommates and clinical implications are discussed. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perception of disability labels: Effect of attitude and stimulus presentation.

60 undergraduates aged (18–25 yrs) were classified as having high or low attitudes toward disabled persons based on responses to the Scale to Measure Attitudes Toward Disabled Persons. Ss made all possible comparisons between pairs of disabilities; half the Ss completed a general disability label matrix, and half completed a specific disability label matrix. Results suggest an interaction between attitude and type of disability label. High attitude Ss generated a perceptual space different from low attitude Ss when the disability labels were specific. When the disability labels were general, the perceptual space generated between the 2 attitude conditions was similar. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social and interpersonal reactions to depression and disability.

Studied the reactions of 167 undergraduates to a 21-yr-old male actor with a physical disability who behaved in either a depressed or socially appropriate manner in an interview and appeared to be either physically disabled or nondisabled. Consistent with predictions, the actor was rated more favorably when he appeared disabled, and Ss had strong negative reactions to depressive behavior regardless of physical appearance. S attitudes toward persons with disability were affected by the interpersonal behavior of the target: Ss evidenced more open, accepting attitudes toward persons with disability after viewing appropriate behavior by the actor, and Ss in the depressed disabled condition endorsed more stereotypic, negative attitudes. Results are discussed in terms of "kindness norm" behavior and social models of depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assertiveness, territoriality, and personal space behavior as a function of group assertion training.

42 18-40 yr old females who requested services from a university counseling center were employed to examine changes in assertiveness, territoriality, and personal space as a function of group assertion training. Ss were assigned to either a treatment (assertion training) group or to a control (waiting list) group. The following outcomes were hypothesized: (a) Ss who participated in the assertion training treatment program would increase their assertive behavior significantly more than controls. (b) Treatment Ss would exhibit smaller personal space zones than would controls. (c) Treatment Ss would use more space on a drawing task than would controls. Data collected from a battery of measures, including the Rathus Assertiveness Schedule, the College Self-Expression Scale, and the Assertive Behavior Situation Test, provided strong support for the 1st and 3rd hypothesis and partial support for the 2nd hypothesis. Implications of the findings for counseling and for the use of ethological constructs are discussed. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hope and manifest anxiety: Motivational dynamics of acceptance of disability.

Examined the motivational significance of hope and anxiety for the process of acceptance of disability. 48 physically disabled rehabilitation clients aged 18–22 were tested. Hope, an expectancy of future goal success, was measured by the Self-Anchoring Striving Scale. Defined as an index of emotional arousal, anxiety was measured using the short form of the Taylor Manifest Anxiety Scale. Acceptance of disability, a learning process involving value change, was measured by the Acceptance of Disability Scale. Results indicate that hope and anxiety were independent constructs, both of which were related to acceptance of disability in a curvilinear manner. Therefore, a multivariate model of acceptance of disability is presented. Including hope, anxiety, and time since onset of disability, the multivariate model accounted for a large percentage of variance in acceptance of disability (R–2?=?.69). Further research is needed to replicate the multivariate model. Given adequate cross validation, the model has implications both for predicting and enhancing client acceptance of disability. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physical disability and psychological distress.

Examined the relationship between physical disability and risk for psychological distress and disorder in 731 physically disabled adults (aged 19–91 yrs at initial interview 4 yrs earlier) and 850 nondisabled adults matched in age, sex, and area of residence. Ss completed the Center for Epidemiological Studies Depression Scale, the Diagnostic Interview Schedule, and an anxiety inventory. Disabled Ss were at substantially elevated risk for anxiety, depressive symptoms, and major depressive disorder. These findings can be attributed to chronic stress that tends to characterize the life circumstance and experience of disabled individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of systematic physical fitness training combined with counseling on the self-concept of college students.

Three groups of 40 college students were each given different treatments in an experiment designed to investigate the effect of systematic physical fitness training combined with counseling on measured self-concept. One experimental group received a fitness program consisting of flexibility training and systematic distance running; a 2nd group received the same physical training plus 1 hr/wk of group counseling designed to reinforce progress made in the fitness program; and a 3rd group (control) received no physical fitness training or counseling. After a 10-wk program, the group receiving fitness training and running made a significant gain in self-concept as measured by the Tennessee Self-Concept Scale. The Ss were divided into low and high self-concept groups for statistical analysis. It was found that the students who received fitness training and counseling and had low self-concepts on the pretest measure made significant positive changes in self-concept. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of client preferences and counselor's physical disability.

Investigated the effects on a client of a counselor's obvious physical disability. In a counseling analog, 24 able-bodied and 24 physically handicapped male undergraduates were shown 3 slides-a counselor in a wheelchair, a counselor with crutches, and a counselor with no apparent physical disability. Ss were asked to respond to a series of hypothetical counseling situations. Results suggest that both able-bodied and disabled Ss preferred disabled counselors for discussing personal problems. Able-bodied Ss who appeared most maladjusted tended to reject the disabled counselor. Implications for counselor selection and job assignment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer acceptance and school-related variables in an integrated junior high school.

Interracial peer acceptance at the junior high school level was related to 9 predictor variables: grade point average (GPA), IQ, attendance, self-concept of academic ability, sex, race, age, years in the school, and classroom racial composition. 322 7th- and 8th-grade students from predominantly lower-middle-class backgrounds were administered modified Syracuse Scales of Human Relations, measuring academic and social acceptance. Analysis of variance results show that White Ss slightly preferred Whites for the satisfaction of their academic and social needs. However, with stepwise multiple regression analysis, race was not a significant predictor variable for academic or social acceptance by White Ss. GPA and sex were the most prominent predictors of acceptance. Black Ss accepted both Black peers and White peers equally for academic interaction but preferred Blacks for social interaction. Race was a significant predictor variable for academic and social acceptance by Black Ss. However, race was secondary to GPA and/or sex for academic acceptance by Black females and Black males. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friendship patterns and altruistic behavior in preadolescent males.

Tested the H. S. Sullivan (1953) assertion that an "other" orientation gained in preadolescence through a relationship with a close friend of the same sex can develop into a general altruistic perspective. 30 male 6th graders from an original sample of 92 met 3 criteria of having a "chum" (friendship stability, communication, and willingness to share time) and were included in the chumship group; 30 Ss from the same original sample failed to meet these criteria and were included in the nonchumship group. Groups were matched on level of IQ and social acceptance. Analysis of Ss' responses on the Altruism subscale of the Scale of Social Responsibility and to the standard Prisoner's Dilemma game revealed that those Ss involved in a chum relationship exhibited significantly greater levels of altruism. Findings confirm Sullivan's assertion concerning close relationships in preadolescence and emphasize the usefulness of his social development theory to present-day theorists and researchers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Academic self-concept, achievement expectations, and locus of control in elementary learning disabled children.

Investigated affective development in 81 learning disabled (LD) and 81 normally achieving 3rd–6th graders. The Students' Perception of Ability Scale and the Projected Academic Performance Scale were used to assess academic self-concept and future achievement expectations, respectively. Academic locus of control was assessed by the Intellectual Achievement Responsibility Questionnaire. Strong differences were observed between LD and control Ss on the 3 affective variables. The importance of positive affective development in LD children is discussed. (French abstract) (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training for withdrawn unpopular children with physical disabilities: A preliminary evaluation.

Examined changes in self-concept, perceptions of support from close friends and classmates, and loneliness in 11 8.6–14.6 yr old withdrawn unpopular children with cerebral palsy or spina bifida who had been involved in a social skills training program. The program targeted 5 basic skills: interpersonal problem solving, verbal and nonverbal communication, initiating interactions with peers, conversational skills, and coping with difficult others. To assess the impact of the program, Ss were evaluated before the intervention, after the 10-wk intervention, and at a 6-mo follow-up. Findings indicate that group social skills training may be effective in decreasing feelings of loneliness and increasing perceptions of social acceptance in children who are withdrawn and unpopular at school. Ss' feelings of loneliness were associated with lower ratings of social acceptance and lower ratings of classmate support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School self-acceptance among Canadian Indian, White, and Metis children.

Compared 334 Indian, 197 non-Indian, and 92 Metis students (aged 10–19 yrs) on an aspect of self-concept, school self-acceptance. A follow-up study was conducted several months later with 40 Ss. Attempts were made to overcome weaknesses in prior research by gathering validity data on the self-concept measure and controlling for extraneous factors such as social assets that could account for Indian/non-Indian differences. Support was found for the prediction that Indian Ss would have lower school self-acceptance scores than White Ss. Metis Ss resembled Indians in their school self-acceptance scores, acculturation level, and social assets, but scored closer to Whites in their childrearing scale scores. Multiple regression analyses revealed that the social assets variable was the most important predictor of school self-acceptance, although the ethnicity factor remained a significant predictor. (French abstract) (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence that IQ scores are irrelevant to the definition and analysis of reading disability.

250 reading disabled and 719 nondisabled Ss (aged 7–16 yrs) with IQs ranging primarily from 80 to 110 were divided into groups based on scores from the Wechsler Intelligence Scale for Children—Revised (WISC—R), the Peabody Picture Vocabulary Test, and Vocabulary and Block Design subtests. Ss were assessed, using the Illinois Test of Psycholinguistic Ability, the Goldman-Fristoe-Woodcock Sound-Symbol Test, the Gilmore Oral Reading Test, and subtests of other measures. Results show that the presence or absence of reading disability was a better predictor of performance than IQ test scores on tasks involving reading, spelling, understanding of syntax, and short-term and working memory. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The application of participatory control to facilitate patient well-being: An experimental study of nursing impact on geriatric patients.

Evaluated a program to teach 20 nurses skills to increase their 20 patients' sense of participatory control (the process by which people increase control through reciprocal interactions with their environment). Seven nurse-pairs were in the skills training (intervention) group, 6 in an attention-control group, and 7 in a no treatment control group. Training program topics included sensitivity training, goal-setting, clarity of communication, problem-solving, and interpretation of behavior. According to the Ward Atmosphere Scale, patients in the skills training group showed increases in Autonomy and Spontaneity and decreases in Staff Control. Patient scores on a self-concept scale showed an increase in positive self-concept. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)