Content analysis traditionally implies a limited set of criteria and procedures, comprising what is here called the classical model. Some studies of therapeutic interviews have deviated from 1 or more of these prescriptions, leading to debate about their methodological status. This paper argues that certain common deviations from the classical model constitute other models which reflect responses to problems posed by the data, the variables under study, and investigator personality characteristics. Rationales for 2 such models are presented, studies representing all 3 models are reviewed, and certain issues common to this body of research are discussed.* Bollard and Auld (1959, pp. 10-12) are the only analysts working in the period covered by this paper, to the writer's knowledge, who made a formal distinction between scoring, contextual, and summarizing units. The scoring unit is the entity that is

Study of the interpersonal relations of emotionally disturbed children has focused largely on relationships within the family. Theories of childhood psychopathology focus almost exclusively on the parent-child triad as the etiological core of childhood emotional disturbance (Frank, 1965). Far less attention has been paid to the role of extra-familial attitudes and relationships in childhood psychopathology. In a general way, the increasing importance of the peer group during childhood has been recognized, but researchers have hardly begun to consider whether and how the manifold aspects of relationships between the emotionally disturbed and their normal peers might bear on the course of the disturbance or its refractoriness to treatment (e.g., Solomon and Wahler, 1973). Nor have they considered peer group influences on the development of the emotionally disturbed child's perception of the world and his place within it. Despite increasing recognition of the early importance of peer relations, virtually no systematic information exists on the ways in which normal children view their emotionally disturbed peers. Our purpose in this paper is to report the first of several analyses of data from an initial investigation of children's understanding of their emotionally disturbed peers. Specifically, we wish to examine whether there is evidence that normal children do, in fact, perceive as emotionally disturbed the symptomatic and distressing behavior of peers that mental health professionals would recognize as indicative of psychopathology. Further, we wish to study these issues with respect to grade and sex differences.

Content analysts of psychotherapy materials have, for the most part, failed to consider the possibility that the frequency of units coded to the categories of the content analysis system might be correlated with the total number of units produced. The existence of such relationships may confound interpretation of the association between content analysis variables and other external variables. When investigators have attempted to control for response productivity, they have usually divided the frequency of units in each category by the total number of units. This procedure does not control for response productivity and is often uninterpretable. The issues involved are discussed and demonstrated, and appropriate techniques of controlling for productivity are described.

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In a previous study, we (Marsden and Kalter, 1976) found that fourth- and sixth-grade children not only made distinctions between normal and emotionally disturbed behavior, but also were able to discriminate degrees of childhood psychopathology in a manner strikingly congruent with clinician-judges. Having assessed children's perceptions of emotional disturbance, we turned our attention to how the children might account for the development of such childhood disorders. We are aware of no previous study which has examined children's views of the etiology of emotionally disturbed behavior of their peers. Such information could shed further light on children's understanding of childhood psychopathology and might implicitly indicate what children believe are the necessary ingredients for healthy emotional development. This knowledge would be useful to mental health professionals, teachers, and parents seeking both to understand the emotionally disturbed child's place in his peer group and to convey an understanding of emotional illness to normal children.