On the relationship between the creative and social-emotional development of emotionally handicapped children

Examined the relationship between the creative and social-emotional development of emotionally handicapped children (N = 78). The question of primary interest was whether changes in social emotional development over the course of treatment would parallel changes in creativity. Two samples of emotionally handicapped children were rated on their mastery of social-emotional objectives and were given similar forms of a creativity test at the beginning and end of an 8-week period. In both samples a significant relationship was found between changes in social-emotional status and creativity. Creative and social-emotional changes occurred independently of most variables known about a child at the beginning of treatment. Possible explanations and implications of this relationship are discussed.