Use of Self-Concept Tests in Differentiating between Conduct Disordered and Emotionally Disturbed Students

Abstract

Use of the Tennessee Self-concept Test and the Piers-Harris Children's Self-concept Test in differentiating 82 previously designated “conduct-disordered” from 75 “emotionally disturbed” students and from the tests' general norms were undertaken. While the two “severely emotionally handicapped” samples had significantly less positive scores than the general norms on the Tennessee empirical scales, consistently similar differences did not occur for Piers-Harris subtest comparisons. At the same time, no subtest on total score significantly differentiated between conduct disordered and emotionally disturbed subjects. Research is required to judge the relative efficacy of these tests in differentiating conduct disordered and emotionally disturbed children of Grades 3 to 12.