Search PubMed⌕ Search

Biomedical subjects

T S Parish

Publications and source records attributed to T S Parish.

At least 37 records · Page 2Linked to original sources
PubMed1985

A longitudinal study of the impact of parental divorce on adolescents' evaluations of self and parents.

Children's evaluations of their parents and themselves were obtained over a three-year period. In the interim, as well as prior to the study, some of these children experienced parental divorce and/or unhappy intact families. This report will compare these children's evaluations of themselves and their parents to the evaluations of children who had experienced an intact familial configuration. Notably, two sets of troubled children emerged from this study--an acutely troubled group and a chronically troubled group. These findings are discussed.

Adolescent↗
PubMed1980

Normal and exceptional children's attitudes toward themselves and one another.

In this study 65 junior high school boys and girls (54 normal and 11 exceptional children) evaluated themselves most favorably, normal children as a group less favorably, and exceptional children as a group least favorable of all on the Personal Attribute Inventory for Children. This was so regardless of whether the respondents were normal or exceptional children. Since data were collected from mainstreamed classrooms, it appears that mainstreaming may not be directly deleterious to exceptional children's self-concepts, but has associated with it a negative stigma for exceptional children as a group for both exceptional and normal children. These findings, plus others reported previously, fail to demonstrate that mainstreaming in its present form may be an elixir for exceptional children's social-emotional difficulties.

Adolescent↗
PubMed1979

Stereotypes concerning normal and handicapped children.

Individuals' attitudes were assessed toward various groups of children. In study 1 the respondents were 65 male and female teachers from across the state of Kansas. In study 2 the respondents were 89 men and women in attendance at the 1978 International Conference of the Association for Children with Learning Disabilities. In both studies the evaluations of the labels "gifted children," "normal children," and "physically handicapped children" were found to be significantly more positive than the evaluations of the labels "mentally retarded children," "learning disabled children," and "emotionally disturbed children." These results seem to indicate that definite negative stereotypes are held toward the latter three groups of children. In study 1 these findings were found to occur generally regardless of the respondents' sex, age, educational level attained, and amount of previous mainstreaming experience.

Affective Symptoms↗
PubMed1978

A look at mainstreaming in light of children's attitudes toward the handicapped.

Mainstreaming is a legislative reality, yet there is still a question as to whether non-handicapped students are prepared for it. In the present study 131 grade school students were each asked to select from the Personal Attribute Inventory for Children 15 adjectives which best fit three groups of handicapped children as well as normal children. The groups were described in a hierarchical fashion: "normal children" were rated most favorably, then "physically handicapped children," "learning disabled children," and "emotionally disturbed children.".

Adolescent↗
PubMed1977

Assessment and attempted modification of future teachers' attitudes toward handicapped children.

In a study designed to determine whether future teachers have negative sttitudes toward groups of exceptional children based upon the labels attached to these children, 13 special education majors and 32 students majoring in other fields of education were administered the Personal Attribute Inventory at the beginning and conclusion of an introductory course in special education. Results for labels, physically handicapped, educable mentally handicapped, and learning disabled, indicated that the latter two were evaluated significantly less positively than the first on both pre- and post-course testings. There were no significant differences between the respondents' pre- and post-course ratings of the three labels. Interestingly, special education majors were significanlty more positive in their pre- and post-course evaluations than non-special education majors. These findings certainly are not supportive of "mainstreaming" children who have been categorized as either learning disabled or educable mentally handicapped.

Attitude↗
PubMed1976

Boredom and arousal: comparison of tasks differing in visual complexity.

This experiment was designed to examine the relationship of boredom to arousal. 32 male subjects participated, with 16 subjects performing a low-visual-complexity task and the remainder performing a task high in visual complexity. Both physiological and subjective measures were obtained. Responses to subjective questionnaires showed significant increases in boredom for both groups. Physiological measures indicated a mixed pattern of change. These results suggest a complex response pattern for the construct of boredom which cannot be described as clearly showing either increasing or decreasing arousal.

Adolescent↗