| Abstract: | Ninety-eight students in grades four through six in a rural Maine school were administered the Children's Personality Questionnaire (CPQ). Following a brief review of Bower's (1961) characteristics of emotionally handicapped children, the teachers of these students were asked to list the students in their classroom who they felt might be emotionally handicapped. Analysis of variance on the 14 CPQ factor scores between selected and nonselected groups indicate five significant differences: Factor A (Reserved vs. Warmhearted), C (Affected by Feelings vs. Emotionally Stable), G (Expedient vs. Conscientious), Q3 (Undisciplined Self-Conflict vs. Highly Controlled) and Q4 (Relaxed vs. Tense). Implications of this study were for preservice and in-service teacher training and future research on comparisons of teacher, student, peer, and parent perceptions of emotional handicaps to learning. |
