Research on the families of the disabled suggest that the advent of a child with a disability will cause a far-reaching effect on the mother, father, siblings and the family's relationship with the outside world. Researchers have differed on the extent and causes of difficulties faced by the siblings, with many inconsistencies and contradictions shown. Some studies have found behavioural problems and lowered self-esteem, and others suggest an increase in altruism and compassion. An investigative study was implemented, with siblings from 29 families with a disabled child, matched with siblings from 29 families with no identified disabled sibling. Patterns of family outings, the use of support services and perceptions of difficulties faced by the family were examined. The matched siblings were compared on the Coopersmith Self-Esteem Inventory, measures of altruism, and behaviour as seen by both teachers and parents. The children also were questioned on their perception of family cohesion and their involvement with other family members. Major findings of the study were a pattern of social isolation for the families, and perception of isolation within and outside the family for both the parents and the siblings. The siblings scored significantly lower on the Coopersmith Inventory, and parents perceived them as having more behavioural difficulties than the controls' parents. No significant difference in altruism was found between the two groups of siblings. The finding that some siblings are coping well, whilst others are showing severe difficulties is ilustrated by four case studies. A number of limitation s of the study are discussed. particularly the wide range of variables investigated, and difficulties with some instruments. Further areas of research are suggested, including exploring the relationships and interactions within the family. It is concluded that for both the siblings and the whole family, the development of strong support networks and help in reframing perceptions and expectations may help to overcome the feelings of intra-family and extra-family isolation.

This study investigated whether the conditions in which the Coopersmith Self-Esteem Inventory was administered had any effect on subjects' scores on the Inventory. The study also examined normative and reliability scores in the ACT, the effect of various demographic variables and the relationship between happiness scores and self-esteem. The Coopersmith Self-Esteem Inventory was administered to groups of year seven students from a Canberra high school under two different conditions: friendly and impartial. After five weeks the Inventory was readministered to rearranged groups under the different conditions. No significant differences were found in the scores from the students in the different conditions. No significant differences were found on an indication of student happiness under each condition. A normative value was calculated combining scores from the first testing sessions and a test-retest reliability correlation calculated from combined scores from the first and second testing sessions. The validity of the lie scale and the use of the Inventory in Australia are discussed. With a few reservations it appears that the Coopersmith Self-Esteem Inventory measures a relatively stable trait and is a reliable measure of overall self-esteem. A summary of recent literature using the Coopersmith Self-Esteem Inventory is included. Mean self-esteem scores on the Coopersmith Self-Esteem Inventory were compared with students grouped by sex, socio-economic status, birth order, whether they came from a single parent family or whether their mother worked. Significant differences were found with SES and birth order but recent literature shows that these variables are often interrelated and results may be instrument dependent. New self-concept tests (based on a sound theoretical framework) are being developed which acknowledge the multidimensionality of self-concept and appear more able to detect variation in facets of self-concept.

In this study the relationship between young people's job seeking behaviour, self-esteem and their esteem needs was investigated. Young unemployed job seekers attended a four day personal development workshop (known as Positive Choices). The design of the study was a pretest-posttest control-group design. All participants completed a four part questionnaire, including a demographic data sheet, job seeking behaviour scale, (revised from Feather & Rowley, 1987 job search scale) esteem needs questionnaire and the Coopersmith Self-esteem Inventory. The results showed self esteem scores increased for the young job seekers who participated in the Positive Choices Intervention. A negative correlation was reported between self-esteem scores and job seeking behaviour for all participants. In addition the job seeking behaviour scores increased for the young job seekers after their participation in the Positive Choices Intervention. In terms of esteem needs, no differences were reported between esteem needs for the participant and control groups indicating that the importance of esteem needs remained unchanged. Furthermore, negative correlations were found between the length of time the young job seeker had been unemployed and their self-esteem scores, as well as between the job seeker's educational attainment and self esteem scores. The results suggests that changes in job seeking behaviour is related to changes in the young job seekers' self esteem. Suggestions for future research is discussed. Implications on counselling and a model for working with young job seekers is offered.

The purpose of this study was to determine whether the Adaptive Behaviour group intervention effected a greater immediate positive change on 'poorly adapted' student locus of control, self esteem, group evaluation and perceived behaviour than Helping Skills, Relaxation Training or No Intervention group after eight weeks. The three independent variables - Adaptive Behaviour, Helping Skills and Relaxation Training Group Interventions - were devised and led by the Researcher and two school counsellors respectively. Measurement of the dependent variables was by the use of the following instruments pre-test and post-test: Locus of Control Scale for Children (Nowicki Strickland 1972); Coopersmith Self Esteem Inventory (Coopersmith, 1982); and researcher designed questionnaires. A pre-test post-test group design was used in the study. The subjects were years 7-9 High School students identified by Student Year Advisers and the Assistant Principal Student Welfare as being 'poorly adapted' and 'well adapted' to the school environment. Students were randomly allocated - in year groups - to the intervention and control groups. Results indicated no short term significant positive change in locus of control for any intervention or controlgroup; no short term significant positive change in self esteem for any intervention group; no significant correlation between locus of control and self esteem scores for any intervention group; positive pre and post-test group evaluations for all groups; some positive short term change in teacher and student perceptions of student behaviour in regard to all three interventions. In some cases students' behaviour in the experimental group (Group A) was perceived more positively by teachers and students. Some recommendations for further research are: replication of the study over a longer period of time with some modification to the experimental programme, the research design and methods of measurement.