Analysis of the Self-Concepts of Handicapped Students

Abstract

The phenomenal and nonphenomenal self-concepts of 120 handicapped students (emotionally disturbed, educable mentally retarded, learning disabled, speech/language impaired) were compared to those of 30 nonhandicapped students. The Piers-Harris Children's Self-Concept Scale, a self-reporting instrument, was used to assess phenomenal (conscious) attitudes toward the self. The Human Figure Drawing Test, a projective measure, was administered to assess nonphenomenal (unconscious) attitudes regarding the self. The results indicated that handicapped students had significantly more negative phenomenal and nonphenomenal self-concepts; higher anxiety levels; more negative perceptions of their intellectual abilities, school status, and popularity; and more emotional feelings of insecurity, inadequacy, guilt, impulsivity, and immaturity than nonhandicapped students.

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