whole_BouldinPaulaM1998_thesis.pdf (10.48 MB)
Imaginary companions : their role in childhood development
thesisposted on 2023-05-27, 00:47 authored by Bouldin, Paula M
Five studies were conducted to investigate the emotional and cognitive factors associated with the presence of imaginary companions in children aged 3 to 9 years. In Study 1 parents were asked to complete a questionnaire which sought information regarding the characteristics of children with and without imaginary companions. Overall, a significantly larger number of children with imaginary companions were reported to be very imaginative and to have an increased predisposition to fantasy compared to children without companions. Study two investigated the fearfulness, anxiety, and temperament characteristics of imaginary companion and non-imaginary companion children. Examination of maternal ratings on the Fear Survey Schedule for Children-H Parent (FSSC-BP), the Revised Children's Manifest Anxiety Scale (RCMAS), and the Short Temperament Scale for Children (STSC), found that a significantly larger number of imaginary companion than non-imaginary companion children were reported to experience internalised anxiety associated with sensitivity to the environment and the expectations of others. Study 3 further examined the predisposition to fantasy of imaginary companion and non-imaginary companion children by asking them a series of questions regarding their dreams, daydreams, and scary thoughts. Analysis of children's taped responses indicated that a significantly larger number of imaginary companion than non-imaginary companion children experienced vivid mental imagery that incorporated a fantasy element.
Rights statementCopyright 1998 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s). Thesis (Ph.D.)--University of Tasmania, 1998. Includes bibliographical references