Maladjustment and socio-cognitive problem solving: the validity of quantitative and qualitative assessment.
General socio-cognitive problem-solving deficits have become accepted as the basis for applied interventions with maladjusted children despite conflicting findings and problematic assessment procedures. This study used Kendall's deficit/distortion distinction to compare the performance of conduct disorder and non-problem boys on means-ends and optional thinking measures, using both quantitative and qualitative indices. Although quantitative problem/non-problem deficits were found, the pattern of results did not support the notion of a consistent maladjustment deficit. The nature of the qualitative differences, however, suggested a more specific role for the assessment of socio-cognitive problem solving with increased emphasis on context and problem differentiation.
Pont
H B
HB
Department of Psychology, University of Aberdeen, King's College, Old Aberdeen, Scotland.
D000293:Adolescent; D000342:Affective Symptoms / Q000175:diagnosis / Q000523:psychology; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis* / Q000523:psychology; D006801:Humans; D008297:Male; D010469:Perceptual Distortion; D010552:Personality Assessment / Q000706:statistics & numerical data*; D011340:Problem Solving; D011594:Psychometrics; D012917:Social Adjustment; D012919:Social Behavior; D012938:Social Perception; D013850:Thinking