Lowenstein L F, Meza M, Thorne P E
Acta Psychiatr Scand. 1983 Jan;67(1):13-20. doi: 10.1111/j.1600-0447.1983.tb00326.x.
This study investigated the relationship between ability, attainment and emotional stability, as measured by neuroticism, in underachieving, emotionally disturbed children. Forty children participated in four groups (mean age: 12.6, SD: 2.4; mean IQ: 103.3, SD: 13.6). Three experimental groups received different treatments in a therapeutic community, the fourth (control group) comprised children attending remedial units in mainstream education. For group 1 emphasis was on individualized education; for group 2 on psychological treatment and for group 3 on individualized education and psychological treatment combined. Pre- and post-experiment assessments were made on emotional stability, intelligence, reading, spelling and maths quotients, vocational aspirations and contentment with life. All the experimental groups showed significant improvements on all the criteria assessed. Group 3 improved most, P less than 0.001 on all criteria except contentment and vocational aspirations (P less than 0.01). The control group showed a deterioration over the experimental year on all criteria but mostly not at a significant level.
本研究调查了学业成绩不佳、情绪失调儿童的能力、学业成就与情绪稳定性（以神经质来衡量）之间的关系。40名儿童参与了四个组（平均年龄：12.6岁，标准差：2.4；平均智商：103.3，标准差：13.6）。三个实验组在治疗性社区接受了不同的治疗，第四组（对照组）由在主流教育中参加补习单元的儿童组成。第一组强调个性化教育；第二组强调心理治疗；第三组强调个性化教育与心理治疗相结合。在实验前后对情绪稳定性、智力、阅读、拼写和数学商数、职业抱负以及生活满意度进行了评估。所有实验组在所有评估标准上均有显著改善。第三组改善最大，除满意度和职业抱负外（P<0.01），所有标准上的P值均小于0.001。对照组在实验年中所有标准上均出现恶化，但大多未达到显著水平。
