Norman M. Prentice

Interrelations of empathy, cognition, and moral reasoning with dimensions of juvenile delinquency

The interrelations of a variety of indices of sociocognitive development (empathy, role-taking, logical cognition, and moral reasoning) were studied in delinquent and nondelinquent adolescents. Delinquent males (grouped into psychopathic, neurotic, and subcultural subgroups) and a matched nondelinquent comparison group were administered individually two empathy scales (the Davis Interpersonal Reactivity Index and the Mehrabian and Epstein Questionnaire Measure of Emotional Empathy), an adaptation of Byrnes and Flavells role-taking tasks, two Piagetian cognitive tasks, and two of Kohlbergs structured moral dilemmas. Delinquents as a group displayed significantly more immature modes of role-taking, logical cognition, and moral reasoning than did nondelinquents. The delinquent subgroups, however, did not significantly differ from one another on these dimensions. Role-taking, logical cognition, and moral reasoning were significantly related to one another. Anticipated differences in level of empathy between the delinquent and nondelinquent adolescents failed to occur. A number of interpretations for this unexpected finding are offered.

Santa Claus and the Tooth Fairy for the Jewish Child and Parent

Abstract Jewish children (N = 140, aged 3 to 10 years) enrolled in Jewish Sunday schools or preschools were individually administered a structured interview about Santa Claus and the Tooth Fairy. Their parents (primarily Reform denomination) completed a self-administered questionnaire on their own attitudes toward these figures and toward Jewish tradition. Childrens belief in both figures declined with age. Contrary to expectations, Jewish children believed in both figures equally regardless of parental encouragement, the childs behavioral participation in the myths, or parental commitment to Jewish tradition. Moreover, in comparison with previous studies of Christian children, Jewish children believed significantly less in not only Santa Claus but also the Tooth Fairy.

Encounter with reality: Children's reactions on discovering the Santa Claus myth

Fifty-two children who no longer believed in Santa Claus were individually administered a structured interview on their reactions to discovering the truth. Their parents completed a questionnaire assessing their initial encouragement of the child to believe in Santa and rating their childs reactions to discovering the truth as well as their own reactions to the childs discovery. Parental encouragement for the child to believe was very strong. Children generally discovered the truth on their own at age seven. Children reported predominantly positive reactions on learning the truth. Parents, however, described themselves as predominantly sad in reaction to their childs discovery.

Children's belief in santa claus: a developmental study of fantasy and causality.

Abstract Seventy-two children (24 each from preschool, first, and third grades) were individually administered a structured interview assessing their belief in Santa Claus, as well as measures of causal reasoning and fantasy predisposition. Belief in Santa declined markedly with age. Level of causal reasoning increased with age and was related to decline in belief in Santa. Belief in Santa was unrelated to fantasy predisposition. Results were discussed within the framework of Goulds cognitive-affective theory of development which emphasizes the coexistence of several levels of cognitive maturity as the child learns to distinguish reality from make-believe.

Issues in the transfer of children in dynamic psychotherapy.

Abstract In many clinical facilities transfer of the child requiring continued psychotherapy from one therapist to another is a frequent occurrence. Psychological conflicts involved in the reassignment of such children are considered from the perspectives of the therapist who is transferring the child, of the child, and of the therapist receiving the transfer. Conflicts implicit in transfer need to be recognized to forestall the danger of cases breaking treatment, to limit the loss in therapeutic momentum, as well as to exploit the therapeutic benefit of reactivated feelings about earlier losses.

The Clinician in the Juvenile Correctional Institution Frictions in an Emerging Collaboration

Frictions often arise between clinical and correctional staffs as they collaborate in their shared goal of modifying the antisocial behavior of the institutionalized delinquent child. Many of these- frictions spring from differences in focus and terminology and from conflicting attitudes of the clinical and correctional staffs. Identification of these sources of friction and active attempts to deal with them accelerate the integration of clinical services into correctional settings in a manner that most benefits the delin quent.

THE RELATION OF DEFENSIVE STYLE AND THEMATIC CONTENT TO CHILDREN'S ENJOYMENT AND COMPREHENSION OF JOKING RIDDLES

Joking riddles of low, moderate, and high aggressive content were administered to 60 normal elementary school boys of average intelligence, categorized into three groups of 20 based on their characteristic defensive styles (constricted, flexible, and impulsive) of dealing with aggressive impulses. Both moderately and highly aggressive riddles were enjoyed more. Though no main effect for defensive style was found for either riddle enjoyment or comprehension, complex interactions among defensive style, level of aggression, and time of presentation emerged as significant.