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Michigan Stat: University THESIS WWWWW ABSTRACT THE RELATIONSHIP BETWEEN COMRUENCE OF FAMILY MEMBERS' PERCEPTIONS OF EACH OTHER AND MARITAL AND CHILD ADJUSTMENT BY Deborah Rudisill Allen This study investigated the interrelationships between: congruence of marital partners' self-perceptions and percep- tions by mate; marital adjustment and satisfaction: con- gruence of parents' perceptions of their child; and child adjustment. On the basis of previous theory and research, it ‘was hypothesized that all of these variables would be found to be positively intercorrelated. The Locke-Wallace Scale, the Interpersonal Checklist, and the Children's Behavior Checklist were used to assess marital adjusmment and satisfaction, self- and mate-perceptions, and parents' perceptions of their child, respectively. The Children's Behavior Checklist was also used to derive a.nnasure of child adjustment. Both fathers and mothers of 97 children age five to seven completed all three checklists. Statistical analyses indicated that all of the variables were positively correlated. at the .05 I cording to 1 theoretical found in thi ence of msri family life meat. The p cussed. Rec application Potentially 1 Deborah Rudusill Allen correlated, with most of the correlations reaching significance at the .05 level. No significant differences were found ac- cording to the sex of the child or the sex of the parent. A theoretical rationale for the development of the relationships found in this study was suggested. The development of congru- ence of marital partners' perceptions about basic aspects of family life was postulated to be necessary for family adjust- ment. The possible influence of perceptual biases was also dis- cussed. Recommendations for further research to investigate the application of the present findings to early identification of potentially maladjusted childrennwere proposed. THE RELATIONSHIP BETWEEN COMRUENCE OF FAMILX'MEMBERS' PERCEPTIONS OF EACH OTHER AND MARITAL AND CHILD ADJUSTMENT BY Deborah Rudisil 1 Allan A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER or ARTS Department of Psychology 1974 Sincer my thesis c encourageme research. has member: statistici: "d partici Grati1 Part in th‘. chl'ls John ACKNOWLEDGMENTS Sincere appreciation is extended to Dr. Lucy Rau Ferguson, my thesis committee chairperson, for her invaluable guidance, encouragement, and suggestions throughout all phases of this research. Dr. John Hurley and Dr. Charles Basses, the other two members of my committee, and Dr. Terrence Allen, a patient statistician, likewise deserve thanks for their assistance and participation. Gratitude is also expressed to all of the parents who took part in this research, and to Robert Dave, Mary Mueller, and Chris Johnson for their patient help with statistical analysis. ii Am} LIST OF 1 LIST 0? 1 Chapter I. II. 1 III. I IV. D V. R] VI. A! TABLE OF CONTENTS ‘mmm S O O O O O 0 O O O O O O O O O O O 0 LIST W TABLES O O O O O O O O O O O O O O O O O 0 LIST OF APPENDICES . . . . . . . . . . . . . . . . Chapter I. II. III. IV. INTRODUCTION . . . . . . . . . . . . . . The Importance of Looking at Perception Marital Psrtners' Self- and Spouse- Perceptions and Marital Satisfaction Marital Dissatisfaction and Child Maladjustment . . . . . . . . . . . Perception and Child maladjustment . . MmOD O O O O 0 O 0 O O O O O O O O O O 0 Subjects . . . . . . . . . . . . . . . Instruments and Procedures . . . . . . Hypotheses . . . . . . . . . . . . . . RESULTS 0 O O O O O O O O O O O O O O O 0 Results for Hypotheses 1, 2, 3, and 3a Results for Hypotheses 4, 4a, and 5 . . Results for Hypotheses 6, 7, 7a, and 8 DISCUSSION . . . . . . . . . . . . . . . Results relating to Child Adjustment . Results relating to Marital Partners' Perceptions of Themselves and Each 0ther....... . . Summary of Interrelationships . . . Perceptual Styles and Biases . . . . . Implications of Findings for Further Research . . . . . . . . . . . . . . REFERMES . o g s s s s s e e s e e e e e APPHDICES O O C O O O O O O O O O O O O Page ii iv 16 23 33 33 35 39 42 43 46 49 54 54 60 64 70 72 75 80 Table l. Corr« "F?" 2. Corr nfiflb'fl 3- Cori LIST or TABLES Table Page 1. Correlations and corresponding probabilities for Hypotheses 1, 2, 3, and 3a, for the distribu- tion of girls (N-AS), the dis- tribution of boys (N-SZ), and the overall distribution (N'97). . . . 44 2. Correlations and corresponding probabilities for Hypotheses 4, 4a, and 5, for the distribution of boys (N-SZ), the distribution of girls (N-éS), and the overall distribution (N-97) . . . . . . . . . 47 3. Correlations and corresponding probabilities for Hypotheses 6, 7, 7a, and 8, for the distribu- tion of boys (N-SZ), the dis- tribution of girls (N-éS), and the overall distribution (N-97) . . . 50 iv APPENDIX A B It Ba APPENDIX A B LIST OF APPENDICES Letter to Parents . . . . . Instructions to Parents . . Background Information Sheet Locke-Wallace Scale . . . . The Interpersonal Checklist Children's Behavior Checklist Scoring Key for Locke-Wallace Distribution Information for Variables of this study Scale Page 80 81 82 83 89 97 98 It has be be identified helped and the few studies ha‘ and prospectiw attitudes, and hi3le predict. Psychological 1 is to discover maritdl partnei dissatisfactio: tions 0f their factors are £01 inIllications f< taY involve f0( 'I'hOle 01' jUSt 1“le on the ( Falliily~or PIOCQdureS to HeICeptiOns Of .Onflict area q CHAPTER I INTRODUCTION It has been assumed that if "high risk" children can be identified early in their lives they can most easily be helped and their problems most effectively removed. Very few studies have focused on early identification of parents and prospective parents, whose child-rearing values and attitudes, and actual behavior with children, might be highly predictive of their children's deve10pment of ~ I T The overall purpose of this study ! ‘x is to discover the relationships between: differences in psychological problems. marital partners' perceptions of each other; marital dissatisfaction; differences in marital partners' percep- tions of their children; and child maladjustment. If these factors are found to be highly correlated, there will be implications for treatment of maladjusted children. These may involve focusing interventions more on the family as a whole or just the marital partners rather than focusing mainly on the child. Family-oriented therapy might include specific “procedures to reduce discrepancies in marital partners' iperceptions of each other as well as work on specific conflict areas. If high correlations among these factors are found implicatio dissatisfa prospectiv likelihood ...- ‘E‘he Import In an satisfacti trated on or persona intervenin There haVe COnsequenc that have Suggests t for Overt Students their iDSt be warm. ACCOr sing tOWa: behaviOr w conseqUQHC Renees, s which is i ”are found in the expected directions there will also be implications for using the marital perception or dissatisfaction measures as a screening device to identify prOSpective parents whose children may have a high likelihood of becoming psychologically disturbed. “n0 The Importance of Looking at Perception In an attempt to isolate factors which lead to marital satisfaction or dissatisfaction, much research has concen- trated on the importance of specific attitudes, behaviors, .ior personality traits of the partners. In doing so, the intervening variable of perception has been neglected. There have been few studies which have examined behavioral consequences of perceptual differences. The few studies that have explored this issue have provided evidence which suggests that perceptual differences do have consequences for overt behavior. E. G. Kelley (1950) found that students interacted less in a class when they perceived their instructor to be cold than when they perceived him to be warm. According to Corsini (1956), psychologists are progres- sing toward a formulation of a general theory of human behavior which embraces perception, behavior, and consequences. This formulation hypothesizes that conse- quences, such as happiness, are a function of behavior, which is in turn a function of perception. The stimuli A which each I actual atti1 partner does then that t] \. consequence: Heider experienced is the way . environment Sbjective f, lent; it is fa3t5"his ; Person reac individual, A numb (1971) [Join Meeker l the Stimulu Laing' Phil Point. The imlves no interpretat reaCts to h behaViOr. zepend 0n t Ev . eh 1f tWo in terpretat {Pwhich each partner perceives are more important than the 3 actual attitudes, behaviors, etc. For example, if one partner does not perceive a certain trait in his spouse, )then that trait will not affect his behavior and the \éonsequences will likewise remain unchanged. Heider (1958) points out that perceiving is experienced as a direct contact with the environment. It is the way in which objective facts enter the subjective environment of the person. But it is actually not the objective facts which enter the person's subjective environ— ment; it is rather the person's experience of the objective facts-~his perceptions. According to Rogers (1951), the person reacts to the field as it is perceived; for the individual, the perceptual field is reality. A number of variables influence perception. Partyka (1971) points out that the stimulus is interpreted by a perceiver in light of his past experiences; he reacts to the stimulus according to the meaning it holds for him. Laing, Phillipson and Lee (1966) have elaborated this point. They state that the experience of another person involves not only the perception of his behavior but the interpretation of it as well. A husband perceives and reacts to his wife according to how he interprets her behavior. Similarly, the wife's perceptions and reactions depend on the meaning her husband's behavior has for her. Even if two individuals perceive an act as the same, their interpretations of it may be very different. For example, one wife ma) sign of weal husband's c1 Similarly, a his wife see behaviors a1 therefore tl a1 (1966) pc meaning ass. Optimum com: a failure 0: MIA AS Kel: entering in‘ concerning ] coincide Wi determining aCtUal r913 traits but .tatiOHS of logical, th m(“ital sat the ObjECti a number Of State Of af affa ' lrs m aY this notion fo' 4nd that one wife may interpret her husband's crying behavior as a sign of weakness, whereas another wife might interpret her husband's crying behavior as a sign of sensitivity. Similarly, a husband may see himself as masculine while his wife sees him as overbearing and dominating. The behaviors are the same, but their interpretations, and therefore the experiences of them, are distinct. Laing et al (1966) point out that when two people disagree as to the meaning assigned to a particular act, unless there is optimum communication, there is often misunderstanding and a failure of realization of misunderstanding. #JWIJAs Kelly (1941) points out, each of the two individuals entering into a marriage relationship has certain opinions concerning himself and his mate which may or may not coincide with objective fact. The important factor in determining their compatibility does not seem to be their izactual relative positions on a continuum of personality étraits but rather each partner's perceptions and interpre- jtations of their relative positions. It would seem "ts \logical, then, to study the importance of perceptions for .marital satisfactiog rather than attempting to determine the objective factors which influence the relationship. As a number of investigators have pointed out, the objective state of affairs and a person's perception of that state of affairs may or may not be highly correlated. In support of this notion, an unpublished study reported by Kelly (1941) found that engaged persons perceive that they are much more similar to them to be For t family mem observers' of family her-hers pe or. in the what goes In th questionna bEhaViOrs 34‘Etrital pa \— A hum ingredieDt diametric Sliggests t :WEir pers Sug“Feats. t situation Opposing individua] ities are Offer expe The. similar to their partners than their acquaintances judge them to be. For these reasons, the present study will focus on family members' perceptions, rather than on independent observers' assessments of behavior. It is the interaction of family members' behavior and how the other family members perceive that behavior that determines what goes on in the family, not an ouside observer's perception of what goes on in the family. In this study, perception will be measured with questionnaires in order to assess a wide variety of behaviors and traits in a relatively short amount of time. .-——-_._ . Marital Partners' Self- and Spouse-Perceptions and Marital Satisfaction A number of theorists have tried to ascertain the ingredients necessary for marital compatibility, and two diametric theories have been widely discussed. One theory suggests that individuals adjust to one another best when their personalities are complementary. Winch (1952) suggests that rather than opposites attracting, this situation is more like the intermeshing of cogwheels. The opposing theory is that of homogamy, the idea that individuals adjust to one another best when their personal- ities are very similar. LaPiere and Farnsworth (1949) offer experimental support for the homogamy hypothesis. They note that almost all studies of assortative mating confirm that cmplementari /Simila_r~i satisfaction. and Corsini found that s« cantly more : than in grouj {1955) found couples did 0f the ICL, Significantl A Study SiY-lilarity n attract-mm E interpersOné Significant: Objemive 3; data indica' Similarity confirm that similarity exerts a greater influences than complementarity. ASimilarity also seems to be relatedto marital ”than. _ satisfaction. Dymond (1953, 1954), using 115 MMTI items, I and Corsini (1956), using a 50-item adjective Q-sort, ’found that self-ratings of husbands and wives were signifi- 'cantly more similar in groups of happily married couples L than in groups of less happily married couples. Kotlar (1965) found that while self-ratings of happily married [couples did not differ significantly on the DOM dimension of the ICL, self-ratings of unhappy couples did differ significantly. A study by Broxton (1963) suggests that the actual similarity may not be the most significant factor in attraction and subsequent happiness. Broxton found that interpersonal attraction of college roommates was significantly more related to perceived similarity than to objective similarity of self-other descriptions. Broxton's data indicated that the greater the perceived attitudinal similarity in regard to the self, the greater the interpersonal attraction among roommates; the results were significant at the .0005 level. Broxton's findings support Heider's (1958) balance theory that perceived similarity Of the other to the self is related to the degree of social attraction to the other. Stated differently, if a person Perceives another person as being similar to himself, he is more likely to be attracted to that person than if he perceives Painter (1 cut a per self is 1i target gro investigat group and from himse results wi Perceived the ideal SOCial dis A sti Provides 1 a1found 1 they like” ideal 581' indiCated actually 5'— HeY like perceives him as being very different from himself. Painter (1968) investigated the converse of this hypothesis, that a person who is perceived as very dissimilar to one- self is likely to be socially rejected. Using a number of target groups which included blacks and Jews, Painter investigated the degree to which the person perceived the group and an individual in that group as being different from himself and his ideal self. When he correlated the results with a measure of social rejection, he found that perceived dissimilarity of the other to the self and to the ideal self were significantly correlated with desired social distance. A study by Fiedler, Warrington, and Blaisdell (1952) provides further support for Heider's theory. Fiedler et al found that subjects perceived fellow group members whom they liked best as more similar to themselves and to their ideal selves than those they liked least. However, results indicated that subjects' self-descriptions were not actually more similar to the self-descriptions of those they liked best than to those they liked least. They were only more similar to what they thought the self-descriptions of those they liked best would be. These results are \—_ \_ similar to Broxton's (1963) findingszi Similarly. Levinger A and Breedlove (1966) found that assumed agreement of marital partners was higher than actual agreement, with assumed agreement being positively correlated with marital adjust- ment and satisfaction. Palonen (1966) found that (self-repor correlated indicated of her hus were signi correlatic similarly between 5. adeS‘C—men the marit aCtual Si * Byrr magnitqu ratings . Provides NewCOmb‘ thEy re; marital DIStOrt: of “Inch should PartnEr added lO‘v’e I“ ~~ self—report discrepancy scores were not significantly ; correlated with marital adjustment; however, her results indicated that mate—image discrepancy scores (wife's image of her husband compared to husband's image of his wife) 1 were significantly related to marital adjustment; the i correlation was negative. Hurley and Silvert (1966) found similarly that there was a significant negative correlation between spouses' mate-image discrepancy scores and marital adjustment. Again, this indicates the importance of how the marital partners perceive each other as opposed to their actual similarity. K Byrne and Blaylock (1963) have suggested that the magnitude and direction of the correlations between self- ratings and assumed spouse-ratings on attitude scales provides an index of marital satisfaction. Using Newcomb's (1961) model as a basis for their suggestion, they report that distortion in the perceived attitudes of marital partners helps bring about symmetrical relationships. Distortion of modest actual similarities in the direction of much greater agreement than is objectively present should only occur, according to the model, when two partners feel positively toward one another. There is the added impetus to identify with the partner provided by the love relationship, which leads to greater perceived similarity between them. Partners who are experiencing a great deal of conflict or who are contemplating divorce should not respond in this way. Pres relations between t other sid excite de become Inc to be mo: between those wh partners similar Perceive SelVes ' in bEtw Th ViOusl}. A Stud-J Preston et al (1952) point out that in marital relationships which are divided by conflict, discrimination between the self and the personality of the person on the other side is increased. What excites hope in one may excite despair in the other, and their differences may become more pronounced. PeOple on Opposite sides are apt to be more realistic in their evaluations of differences between their own personalities and the personalities of those who are opposed to them. Thus, happily margied partners should perceive their spouses as being quite similar to themselves, very unhappy partners should perceive their Spouses as being quite different from them- selves, and moderately unhappy couples should lie somewhere in between. The findings of Fiedler et al (1952) mentioned pre- viously provide experimental evidence for these predictions. A study by Levinger and Breedlove (1966) found that marital satisfaction was significantly correlated with the degree to which a partner over- or underestimated in stating his assumed agreement with his spouse. These investigators found that a number of spouses who reported low marital satisfaction perceived even less agreement with their partners than was actually present. Perceived agreement was found to be positively correlated with marital satis- faction, as previously discussed; perceived agreement was also found to be significantly more important than actual agreement in predicting marital satisfaction. Preston et al (193 tions betw report and Emma oppc unhappily of assumi different but a dif results i 1 Mani a marria the Way 10 et al (1952) and Tharp (1963) found similar high correla- . ..uiet tions between marital adjustment and congruence of self- MIA-.... report and mate-1mage ratings. Dymond (1954), however, found opposing results. In her study, a group of unhappily married couples made significantly more errors of assuming that the spouse was similar when he was different than errors where an actual similarity existed but a difference was predicted. These contradictory results indicate the need for further investigation. I Mangus (1957) has said that the integrative quality of a marriage is reflected in the degree of congruence between the way a partner perceives himself and the way he is perceived by his partner. A related aspect of Heider's '(1958) balance theory states that interpersonal attraction is directly related to agreement in self-other evaluations of oneself. It would be expected that when there is a large discrepancy between the way a person perceives himself and the way his spouse perceives him, a state of imbalance would be created and conflict would result. In terms of roles, adaptive behavior in any continuing social situation such as a marriage depends on a reasonable harmony of role expectations between the participants. Problems arise when there are persistent disparities and unresolved conflicts in role expectations of the participants in the situation. j-Ln 'h'" n Harri process of performanc degree to between tin reality of pressing j :‘isparitie are pertir and WiVes role perCc ances fai other, an and malaa TO 5 inteQI-‘ati dEgree Oi 11 Marriage, according to Mangus (1957a), is viewed as a process of reciprocal role perception, understanding, and performance on the part of the marital partners. The degree to which relevant role expectations are shared between the two partners is reflected in the integrative quality of their marriage. Mangus suggests that "the most pressing interpersonal problems in marriage arise out of disparities among the role concepts and self-concepts that are pertinent to the marriage situation." When husbands and wives differ widely with respect to their reciprocal role perceptions and role expectations, their role perform- ances fail to integrate. Each becomes a threat to the other, and their marital behaviors may become defensive and maladaptive. To summarize, Mangus (1957b) hypothesizes that the integrative quality of a marriage is reflected in the degree of congruence between the way each partner perceives his own role and the way that role is perceived by his spouse; in the degree of congruence between what a spouse = expects in a partner and the degree to which his “0“... _ w". ’ expectations find fulfillment in the partner he married; and in the degree to which the role expectations that one partner has of the other are congruent with the other's own role expectations. Aspects of Mangus' theory have been tested experimentally by a number of investigators; however, the E. 5 results (1959) f- narital to play: Biopsy himself ”Ila-h—g-II — ever ,1 fo importan combined individu unrealiz. found th‘ by the Si 10"! mari1 Canny d: pel'CeiVeg twice as as the wj found 8'1: the hUSba and ineS the hqua anc- es was 12 -; 3 results have not been consistent.) Hobart and Klausner km. (1959) found that marital role empathy, insight into the marital roles which the mate expects himself and his spouse to play, was less closely related to marital adjustment mm ,m-yaw-flw:v"w than psycholog1ca1 empathy, insight into how the mate rates ‘. w, Um.— mica-O'H'J'N “...-nu himself as a person. An earlier study by Ort (1950), how- »... i “.....au-w rpm-P 1" "“"""' "' “v" - ’94- ever, found congruence of role expectations to be a very important factor for marital satisfaction. Using a““”"wm’ combined criterion of conflicts resulting from an individual's unrealized expectations of his role and the unrealized expectations of the role played by his mate, Ort found that the greater the number of conflicts perceived by the subject, the lower the happiness rating. High and low marital happiness groups were found to be signifi- cantly different in the average number of conflicts perceived. Husbands were found on the average to report twice as many unrealized role expectations for themselves as the wives. A study by Kirkpatrick and Hobart (1954) found similar results. Lack of strain in the performance of the husbands' roles was associated with both the husbands' and wives' happiness with their marriages. A departure by the husband from the modal rank ordering of role perform- ances was a much greater source of strain for the wives than a wife's departure from the modal rank ordering was for the husbands. It appears from this finding that it is much more important for a husband to conform to stereotyped roles for husl: type of wives. Jacobsen ences in attit carriage. In attitudes towz was on the am than for marr. congruence of \- marital partn. magenta. ElZPathy is no marital role Studies have PSYChOlogica l Dymond ( between the u the other.s S v 115 MP1 item s-ig”ifi<—‘ All of them , some of them , very few of them , none of them ? In leisure time do you generally prefer to be "on the go"____, to stay at home ? Does your mate generally prefer: to be "on the go" , to stay at home ? Do you ever wish you had not married? Frequently____, occasionally , rarely , never . If you had your life to live over, do you think you would: marry the same person , marry a different person , not marry at all . Do you confide in your mate: almost never , rarely , in most things , in everything ? 83 APPENDIX E L‘s-i; I: TEKF “(50(le CHJCKLIEJT Name _ Age Sex J _..-—— Date ,__ Family Code # DIRECTIONS: This booklet contains two lists of descriptive words and phrases which you will use in describing yourself and your Spouse. The first checklist is for yourself, and the second is for your Spouse. Circle self at the t0p of the first checklist. In front of each item is an answer Space. Read the items quickly and check the Space in front of each item you consider to be generally descriptive of you at the present time. Leave the answer Space blank when an item does not describe you. In the example below, the subject has indicated that Item A is true and Item B is false as applied to him. Item A v’ well-behaved B suSpicious After you have gone through the list marking those items which apply to you, turn to the second list and consider your Spouse. Be sure to circle the word "Spouse" on the top of the first page of the second list. Proceed in the same way to describe him or her. Be sure to complete your description of yourself before starting your description of your Spouse. Your first impression is generally the best so work . quickly and don't be concerned about duplications, contradic- tions or being exact. If you feel much doubt about whether‘ an item applies, leave it blank. .8.“ 85 THE I N'I‘JIiPEi-ISONAL CHECK-{LI ST 1 well thought of 2 makes a good impression able to give orders 4 forceful ~. self-rezpecting independent able to take care of self 8 can be indifferent to others 9 can be strict if necessary 10 firm but just 11 can be frank and honest 12 critical of others 13 can complain if necessary 14 often gloomy 15 able to doubt others 16 frequently disappointed 17 able to criticize self 18 apologetic can be obedient 20 usually gives in 21 grateful 22 admires and imitates others 23 appreciative Please circle one: ratings made for self or Spouse 24 very anxious to be approved of 2 c00perative 26 eager to get along with others 27 friendly 28 affectionate and understanding 29 considerate 30 encourages others 31 helpful 32 big-hearted and unselfish 33 often admired 34 reSpected by others good leader likes reSponsibility self-confident self-reliant and assertive businesslike 40 likes to compete with others 41 hard-boiled when necessary 42 stern but fair 43 irritable 44 straightforward and direct 45 resentz6being bossed skeptical 47 hard to impress 48 touchy and easily hurt easily embarrasse 50 lacks self- confidence 51 easily led 52 modest 53 often helped by others ‘ very reSpectful to authority 55 accepts advice readily 56 trusting and eager to please always pleasant and agreeable 58 wants everyone to like hi 59 ‘ sociable and neighborly 6o warm 61 kind and reassuring 62 tender and soft- hearted 63 enjoys taking car. of others 64 gives freely of self always giving advice acts important 67 ' bossy dominating Interpersonal Checklist 6 9 boastful 70 proud and self- satisfied 71 thinks only of himself 72 shrewd and calcaating 73 impatient with others' mistakes 7 self-seeking 75 outSpoken often unfriendly bitter 78 complaining jealous 80 Slow to forgive a wrong 81 self—punishing - 82 Shy 83 passive and un- aggressive 84 meek 85 dependent 86 wants to be led lets others make decisions easilyafooled 9 tOO easily influ- enced by friends 90 will confide in anyone 91 fond of everyone 92 likes everybody forgives anything ‘back 86 94 oversympathetic 95 generous to a fault 96 - overprotective of others tries to be too successful 98 eXpects everyone to admire him 99 manages others 100 dictatorial 101 somewhat snobbish 102 egotistical and conceited cold and unfeeling 105 sarcastic 106 cruel and unkind 107 frequently angry 108 hard-hearted 109 resentful 110 rebels against everything 111 stubborn 112 distrusts everybody 113 timid 114 always ashamed of self 115 obeys too willingly 116 Spineless 117 hardly-ever talks 118 clinging.vine ..2_ 119 likes to be taken care of 120 will believe anyone 121 wants everyone's love 122 agrees with everyone 123 friendly all the time 124 loves everyone 125 too lenient with others 126 tries to comfort everyone 127 too willing to give to others 128 Spoils peOple with kindness 87 THE INTERPEH’SONAL CHECKLI ST 1 well thought of 2 _H_ makes a good impression able to give orders forceful _d__Self-re2pecting independent able to take care of self 8 can be indifferent to others 9 can be strict if necessary 10 firm but just 11 can be frank and honest 12 critical of others 13 can complain if necessary 14 often gloomy 15 able to doubt others 16 frequently disappointed 17 able to criticize self 18 apologetic can be obedient 20 usually gives in 21 grateful 22 admires and imitates others 23 appreciative Please circle one: ratings made for self or Spouse 24 very anxious to be approved of 000perative 26 eager to get along with others 27 friendly 28 affectionate and understanding 29 considerate 30 encourages others 31 helpful 32 big—hearted and unselfish often admired reSpected by others good leader 36 likes reSponsibility self-confident 38 self-reliant and assertive businesslike 40 likes to compete with others 41 hard—boiled when necessary 42 stern but fair 43 irritable 44 straightforward and direct 45 resentsébeing bossed a skeptical 47 hard to impress 48 touchy and easily hurt 49 easily embarrasse 50 lacks self- confidence 51 easily led 52 modest 53 often helped by others 5 very reSpectful to authority 55 accepts advice readily 56 trusting and eager to please always pleasant and agreeable 58 wants everyone to like him 59 sociable and neighborly 60 warm 61 kind and reassuring tender and soft- hearted 63 enjoys taking car. of others 64 gives freely of self always giving advice acts important 67 bossy dominating Interpersonal Checklist 6 9 boastful 70 proud and self— satisfied 71 thinks only of himself 72 shrewd and calcuating . 73 impatient with others' mistakes 74 self-seeking 75 outSpoken 76 often unfriendly complaining jealous 80 slow to forgive a wrong 81 self-punishing shy 83 passive and un- aggressive 84 meek 85 dependent 86 wants to be led 87 . lets others make decisions easily fooled 89 too easily influ- enced by friends 90 will confide in anyone 91 fond of everyone 92 likes everybody 93 . forgives anything .back 88 94 oversympathetic 95 generous to a fault 96 overprotective of others 9? tries to be too successful 98 expects everyone to admire him 99 manages others 100 dictatorial 101 somewhat snobbish 102 egotistical and conceited 103 selfish 104 cold and unfeeling 105 sarcastic 106 cruel and unkind 107 frequently angry 108 hard-hearted 109 resentful 110 rebels against everything 111 stubborn 112 distrusts everybody 113 114 always ashamed of self timid 115 obeys too willingly 116 Spineless 117 hardly-ever talks 118 clinging vine -2- 119 likes to be taken care of 120 will believe anyone 121 wants everyone's love 122 agrees with everyone 123 friendly all the time 124 loves everyone 125 too lenient with others 126 tries to comfort everyone 127 too willing to give to others 128 Spoils peOple with kindness NC NC 10. Doesn't go out of his (her) way to make 11. Hurts self when angry. 12. Often wakes up crying in the middle of APPENDIX F QQILDRJN'Q_33HAEIQH cmgchIsr -....- _. ...—- Name of child: _ _ Age: __ Date: .. _—_ ” -_..—. - duo. ‘— Name of person filling out checklist: - . . I. ---- -— . .—__—-—-———- -— ~ Relationship to child (mother, father, etc.): _ —. * —.-— M . —-~--._ ——- —-_O This is a list of items describing many aSpectS of children's behavior -- things that children do or ways they have been described by others. Not all of the items will apply to the particular child you are describing, but quite a ew of them will. First, go through the list and put a checkmarggj ) in the first cplgmn by each item flhich_gpplies to this ghlig. If there are some items which you do not check because you do not know whether they apply or not, or have geger had the gppogtggiiy to observe them, pgt an (01 in the first co umn. After you have gone through the list, please go back through those items you have checked and put another checkmark (L/f in the §gggnd_cglumn opposite those that are now most characteristic of this child, that describe how he (She) is most of the time. ' Is child Most of the ever this time? way? 1. IS happy when he (She) has done a "good 3 job. :0 2. Is tidy and neat_ perhaps even a bit ! fussy about it. IS concerned about feelings of others. 4:- Can't wait — must have things immediately. Gets irritated or angry easily. Is a finicky eater. ____ . .... Makes strange or distorted faces. Plays with toys in a rough way. \OCO\)O\U\ Sometimes makes meaningless or strange noises. friends. the night — complains of nightmares. 89 NC NC NC Children's Behavior Chechlifit 90 I i Is child iever this way? 13. Wants very much to be approved of. 14. Doesn't pay attention to what grown—up says to him (her). .__.— 15. Pouts and becomes sullen when refused help. 16. Looks awkward when he (she) moves around. 17. Sometimes says odd things. .__ 18. Acts in ways that makes others not like him (her). 19. Doesn't pay much attention to others, seems more involved with himself (herself). _ 20. Feelings are apparent in facial eXpreSSion. ____ 21. Has trouble falling asleep at night. 22. Acts helpless to get attention. 23. Rebels when routine is upset. 24. Becomes embarrassed when praised for doing something well. ! 25. Handles small objects skillfully. 26. Memory seems poor, forgets what he (she) is trying to say or forgets things that have just happened. 27. Never goes out of the way to help others, even when asked. _ n 28. Seldom laughs or smiles. 29. Is left out of things and ignored by others. - “ 30. Seldom satisfied with what others do for him (her) - unappreciative. 31. Can be depended on to do what he (she) is supposed to do without reminders. . 32. Never gets excited about anything, even when you would expect him (her) to be pleased with something. 33. Often giggles or smiles for no apparent reason. 0— 8.; Most of the time? Children's Behavior Checklist . -3- 91 IS child Most of the ever this time? way? 34. Activity is focused on a particular pur~ pose, seems to accomplish what he (She) sets out to do. ) 35. Asks many Silly questions. ____ .____ 36. Likes to play with girls instead of boys.5 37. Hates to lose. -..- -.. .- 38. Doesn't fight back when other peOple attack him (her). 39. Can accept new ideas without getting upset. 40. Asks for help on tasks that he (She) can very well do on his (her) own. 41. Seems unable to change ways of doing things 42. Moods often change for no apparent reason. s I I 43. Appears stiff in walking or moving about. 44. Doesn't start a conversation, others must begin first. 1 45. Acts angry when adult Shows attention to other children. ' . ____ 46. Shows pride in accomplishment. ____ .__. 47. Breaks down and cries for no apparent reason. .__. ———— 48. Seems comfortable in new situations. 49. Comes to others for protection, even when it is not necessary. 50. Does what others ask him (her) to. ____ 51. Blames himself (herself) when he (She) has done nothing wrong. 52. Has trouble finding the right words to say what he (she) means. _ 53. Moves gracefully ~ is well coordinated. NC NC NC k) QC Children's Behavior Checklis 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 7o. 71. 72. 73. 74. '75. 76. 92 Seems to do things just to get others angry at him (her). Plays to win. Is a"copycat" -- always imitating others. Starts things off when with others. ‘ Spends most of time sitting and watching - doesn't play and do things with others. Very critical of others - always telling others what is wrong with them. Gets carried away by his (her) feelings, acts on them right away. Others seem to want to be with him (her). Seems distrustful of others; doesn't think he (She) can rely on others or believe their promises. Feelings are easily hurt. Talks in a funny way (e.g. stutter,liSp). Asks the same question over and over again. Seems quiet when around other children. Has a characteristic mannerism or nervous habit. Specify: Makes friends quickly and easily. Lacks pep and complains of being tired. Quickly loses interest in an activity. Sucks thumb. Very moody- sad one minute and happy the next. Will interrupt someone else in order to state his (her) Opinions. Talks or mutters to self as if conversing with self. Self confident. Bullies younger children. ’ Ts child :ever this way? ...-~—-~——-.-.—.——..-. . . _u_ Most of th time? Children-S Behavior Checklist . -5- 93 Is child Most of ti ever this time? way? 77. Plays mostly with younger or smaller children - even when children of own age are around. .____ ————- 78. Seems sad and unhappy. ____ ____ 79. Uses "baby talk." _____ .__. 80. Tends to go too far unless frequently reminded of rules. ____ _——— 81. Often becomes so stuck on one idea that he (She) can't stOp thinking or talking about it. ____ .__. 82. Does not wait for others to approach but seeks others out. .... -———- 83. Talks all the time. ____ .____ 84. Will fight in a rough way where others I? could really get hurt. -: _m__ .... 85. Refuses to Share things with others. .__. 86. Brags about what he (she) can do. ____ .__. 87. Holds a grudge, .__... ...... 88. Often tries to do more than he (she) can handle on his (her) own. ____. .__. 89. Prefers standing by adults when other children are present. ____ .__. 90. Often has to be reminded of what he (she) can and cannot do. ____ .__. 91. IS frightened of being alone. ____, .__. 92. Uses mostly gestures or movements to express or communicate feelings. .____ .__. 93. Avoids talking about himself (herself). ____ 94. Threatens to hit or hurt others. ____ .__- 95. Seems out of touch with what is going on around him (her) - off in his (her) own world. .____ ____ 96. Often seems angry for no particular reason, expresses it in many different ways. ____ ____ 97. Has uncontrollable outbursts of temper. ____ { ____ NC \J \J m (J Children's Behavior Checklist 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 94 Able to stand up for himself (herself). Likes to perform for company. Polite and COOperative with others. Easily embarrassed. Body often looks tense, as if eXpecting a fight. Careful in eXplanations - precise. Often breakstnz rules in games with others. Avoids physical contact with others. Easily scared. Doesn't like to let others know how he (she) feels. Frequently disappointed. A new situation seems to bring out the Show-off in him (her). When told to do something he (she) doesn't want to do, he (She) becomes very angry. Often acts silly. Play is aimless, doesn't seem to make or accomplish anything. IS curious about things. Prefers competitive games. Likes to play with boys instead of girls. Shows appreciation when others help or do things for him (her). Seems afraid to try new things. Doesn't like to ask others for help. Will lie to get out of a tight Spot. 0 Nothing seems to interest him (her). Energetic. Asks sensible questions in new situation. Is child ever this way? -6— Most of the time? SJ \J {J \J 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. 139. 140. 141. 142. 143. 144. 'Children's Behavior Checklist 95 Aggressive and overpowering with other children. Likes to do things well so others will notice him (her). Shows pleasure and involvement in most things he (She) does - enthusiastic. Seems selfish, always wants own way. Doesn't seem to care about how he (She) looks - often looks SlOppy. Bossy with others. Makes faces and acts "silly." Tires easily in activities. Speech often seems unrelated tor what is going on. Blows up very easily when bothered by someone. Stays to self during games. Prefers following others to taking the initiative. l‘ Says he (she) is not as *ood as others - feels bad about himself Iherself). Competes with other children. Does what is eXpected to do, but grumbles about it. When he (she) likes someone, he (She) tells them so Pitches in when things are to be done, Fidgety and restless. Speaks only in reSponse to direct questioning. Gets other children stirred up to mischief. Acts as if everyone were against him. Makes rules for others. Is child ever this way? .7- Most of th time? NC NC Children S Behavior Checklist 145. 146. 147. 148. 149. 150. 151. 152. 153. 154. 96 Quick and clever Learns quickly from others. Once he (she) makes up his (her) mind about something, it's hard for him (her) to change. Shows delight when hurting others. Affectionate - enjoys being physically close to others. Retains composure even when those around him (her) are acting in a boisterous way. Prefers playing with older or bigger children even when child of own age is around. Often tattles on others. Speaks so rapidly he (she) is difficult to understand. Quickly moves from one activity to the next. Is child ever this way? -8— Test of t1 time? After completing this checklist, you may think of some other descriptions which you feel characterize this child but are not included in the checklist. Please write any such items in the Space below. APPENDIX G LOCKS-WALLACE SCALE Encircle the dot on the scale below which best describes the degree of happiness. everything considered, of your present marriage. The middle point, "Happy," represents the degree of happiness which most people get from marriage, and the scale gradually ranges on one side to those feW~ who are very unhappy in marriage, and on the other, to those few who eXperience extreme joy or felicity in marriage. 9 2 7 15 20 ' 2; 35 Very Perfectly unhappy Happy happy State the approximate extent of agreement between you and your mate on the following items. Please encircle the appropriate dots. Almost Almost Occa- Fre- Always Always Always sionally quently Dis- Always Agree Agree Diasgree Disagree agree Disagree Handling family 5 4 3 2 . 1 O finances: ' ° ‘ ’ ' ' Matters of 5 4 3 2 1 0 recreation: ‘ ° ' ° ' ' Demonstrations of 8 9 2 1 0 affection: ' 4 ' ' Friends: ? . ? 2 1 9 Sex Relations: 15 i2 ? 4 1 9 Conventionality (right, good or 5 4 3 g 1 9 prOper conduct) PhilOSOphy of life: 5 u ? 2 1 9 Ways of dealing 5 4 3 2 1 O with in-laws: When disagreements arise, they usually result in: husband 8 givin in 0 w, wife giving in 2 , agreement by mutual give and take“ 1 Do you and your mate engage in outside interests together? All ofothem~ 10 , some of them- 8 , very few of them 2 , none of them“ 7 In leisure time do you generally prefer to be "on the go"____, to stay at home *? Both "stay at halo" 3 10 Does your mate generally prefer: to be "on the go"_ , to stay at home _? Both "on the go" 8 3 Differ = 2 Do you eve; wish you ad not married? Frequently Q , occasionally_ rarely , never 1 . If you had your life to live over, do you think you would: marry the same person 15 , marry a different person 0 , not marry at all“ Do you confige in your mate: almost never 0 , rarely 2 , in most things_ , in everything 10 7 97 DISTRIBUTION INFORMATION FOR EACH VARIABLE MINIMUM VALUE MAXIMUM VALUE MEAN STANDARD DEVIATION SKEWNESS KURTOSIS APPENDIX H GIRLS: BOYS: OVERALL: GIRLS: BOYS: OVERALL: GIRLS: BOYS: OVERALL: GIRLS: BOYS: OVERALL: GIRLS: BOYS: OVERALL: GIRLS: BOYS: OVERALL: HUSBAND L—W 32.0 56.0 32.0 98 WIFE L-W “LO 32.0 32.0 155.0 157.0 157.0 119.91 113.3# 11 .07 22.99 22.95 2 .51 -1.02 -1.32 -1.22 99 APPENDIX H CONTINUED DISCREPANCY ICL ICL L-w (H+W) (H+W-H) MINIMUM GIRLS: ~66.0 -.25 .1u VALUE BOYS: -61.0 -.07 .1 OVERALL: ~66.0 -.25 .1 MAXIMUM GIRLS: #8.0 .66 .97 VALUE BOYS: 42.0 .86 .90 OVERALL: “8.0 .86 .97 MEAN GIRLS. 2031 036 .50 BOYS: 2.77 .38 .#8 OVERALL: 2.56 .37 .49 STANDARD GIRLS: 21.9 .18 .17 DEVIATION BOYS: 19.6 .20 .18 OVERALL: 20.6“ .19 .18 SKEWNESS GIRLS: -.49 -.80 .15 BOYS: -.50 -.17 .36 OVERALL: -.50 -.38 .26 KURTOSIS GIRLS: n.5u n.19 3.05 BOYS: u.05 2.79 ~2.15 OVERALL! no 38 3:39 2050 100 APPENDIX H CONTINUED ICL CHILD ADJ. CHILD ADJ. (w+R-w) HUSBAND WIFE MINIMUM GIRLS: .12 -3.0 6.0 VAIJUE BOISE o 17 -6. O -18 o O OVERALL: .12 -6. -18.0 MAXIMUM GIRLS: .92 55.0 58.0 VALUE BOYS: .87 53.0 52.0 OVERALL: .92 55.0 58. MEAN GIRLS: .87 31.78 35.69 BOYS: .8? 28.19 29.1? OVERALL: .87 29.86 32.20 STANDARD GIRLS: .19 13.62 11.56 DEVIATION BOYS: .1? 1 .90 1 .50 OVERALL: .18 1 .92 1 .13 SXEVNESS GIRLS: .18 -.59 -.82 BOYS: -.17 -.25 -.89 OVERALL. .01 ‘Ou’z -091 KURTOSIS GIRLS: 2.88 . 2.82 2 80 BOYS: 2.20 2.06 3.67 OVERALL: 2. 2:34 4 11 MINIMUM VALUE MAXIMUM VALUE MEAN STANDARD DEVIATION SKEWNESS KURTOSIS APPENDIX H CONTINUED CHILD ADJ. AVERAGE GIRLS: 12.5 BOYS: -11.5 OVERALL: -11:5 GIRLS: 5 .5 BOYS: 51.5 OVERALL: 55.5 BOYS: 28.68 OVERALL: 31.03 GIRLS: 10.49 BOYS: 14.10 OVERALL: 12.74 GIRLS: -.22 BOYS: -.64 OVERALL: -.68 GIRLS: 2.41 BOYS: 2.96 OVERALL: 3.34 101 CHILD ADJ. DISCREP. -29.0 -30.0 -30.0 45.0 25.0 45.0 3.91 .17 1.91 14.08 13.86 14.01 CBCL DISCREP: .16 .07 .07 .89 .98 .98 :59 .61 .60 .15 .18 .17 -018 -076 .12 .11 3.82 HICHIGRN STATE UNIV. LIBRRRIES l||||1|||||1||||||| 312931013 8917