Abstract
In the present study, correlational data were gathered on 16 emotionally disturbed preschoolers ranging in age from 3 to 6 yr. The relationships of interest were those between creativity, intelligence, the mastery of socio-emotional objectives, and the length of time spent in a treatment program for emotionally disturbed children. Also, the amount and nature of the emotionally disturbed children's creativity were compared with the creative behaviors of normal preschool youngsters. The analysis yielded no significant differences between the emotionally disturbed preschoolers and the standardization sample of the creativity measure. Significant relationships were found between over-all creativity and the mastery of socio-emotional objectives and between length of time in treatment and the scoring category of imagination of the creativity measure. A positive bur non-significant correlation was found between the over-all creativity and the intelligence of the disturbed preschoolers. Discussion concerned similarities between therapeutic techniques and methods for fostering creative development as well as the importance of understanding creative strengths in emotionally disturbed children.
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