| Abstract: | Using an interview procedure, levels of interpersonal understanding were assessed for 17 behaviorally and emotionally disturbed boys and were compared longitudinally, across 3 assessments at 2- and 4-yr intervals, with those of 17 better-adjusted male peers matched for age, race, SES, and WISC-R IQ. Ss were in Grades 1–6 at Time 1, 3–8 at Time 2, and 7–22 at Time 3. Results suggest that the sequence of progression through levels of interpersonal understanding was the same for both disturbed and normal samples but that the developmental trend of trouble Ss lagged behind that of the higher-functioning group. However, longitudinal follow-up results suggest that the developmental lag of the disturbed Ss was diminishing with time. An exploratory study conducted during Time 3 suggested that relatively low levels of interpersonal understanding were related to the self-reported use of physical and avoidant strategies to resolve conflicts. Results are considered in the context of theoretical relations between thought and action. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
