TY  - JOUR
PY  - 1981//
TI  - Social perspective-taking and adjustment in emotionally disturbed, learning-disabled, and normal children
JO  - Journal of abnormal child psychology
A1  - Waterman, J. M.
A1  - Sobesky, W. E.
A1  - Silvern, Louise
A1  - Aoki, B.
A1  - McCaulay, M.
SP  - 133
EP  - 148
VL  - 9
IS  - 1
N2  - Preadolescent emotionally disturbed, learning-disabled, and normal boys were compared on social perspective-taking and behavioral measures to examine possible contributions of social cognitive deficits to children's adjustment problems. Antisocial-prosocial and withdrawn-gregarious behavior dimensions were studied through subscales derived from teacher ratings. Results indicated that across all groups, high perspective-taking was associated with significantly less withdrawal than was low perspective-taking; within groups, this finding was significant only for the emotionally disturbed boys. Contrary to theoretical assumptions, antisocial behavior was not significantly related to perspective-taking across the sample. Among emotionally disturbed boys, relatively higher affective perspective-taking was significantly correlated with higher antisocial behavior. This positive correlation for the emotionally disturbed group was significantly different from the nonsignificant negative correlation between antisocial behavior and perspective-taking among normals. Findings for learning-disabled boys were intermediate between results for emotionally disturbed and normal boys on both perspective-taking and behavioral measures, and the learning-disabled group generally did not differ significantly from either other group. Theoretical and clinical implications of the findings are discussed.<p /> <p>Language: en</p> 
LA  - en
SN  - 0091-0627
UR  - http://dx.doi.org/
ID  - ref1
ER  -