Hoffman E, Marsden G, Kalter N
J Clin Psychol. 1977 Oct;33(4):949-53. doi: 10.1002/1097-4679(197710)33:4<949::aid-jclp2270330406>3.0.co;2-6.
Despite increasing recognition of the early importance of peer relations, virtually no systematic information exists on the way in which normal children view their emotionally disturbed peers. This paper reports a replication of recent findings on children's use of the concept of emotional disturbance. Ss were 40 fourth and sixth graders. Five vignettes that described one normal and four emotionally disturbed boys were read to individual Ss; who were interviewed about their understanding of the central figures (CFs). Interviews were coded to a 5-point scale of degree of perceived emotional disturbance. Earlier findings were replicated to a remarkable degree. Ss differentiated among the CFs in a manner congruent with clinician judges' ratings. Grade differences indicate the differential attention to and valuing of specific behaviors, rather than global differences in perception of emotional disturbance.
尽管人们越来越认识到同伴关系在早期的重要性，但实际上几乎没有关于正常儿童如何看待情绪困扰同伴的系统信息。本文报告了一项关于儿童对情绪困扰概念运用的近期研究结果的重复验证。研究对象为40名四年级和六年级学生。向每位学生朗读了五个描述一个正常男孩和四个情绪困扰男孩的小故事；然后就他们对核心人物（CFs）的理解进行访谈。访谈按照对感知到的情绪困扰程度的5分制进行编码。早期的研究结果得到了显著程度的重复验证。学生们以与临床医生判断评分一致的方式区分核心人物。年级差异表明对特定行为的关注和重视程度不同，而不是在对情绪困扰的认知上存在整体差异。
