The Role Uniform baby, according to the theory, is the infant who makes an unfavorable impression even in the newborn nursery. He tends to be ignored and receives the minimum of attention and care. Very early, he experiences frustration when any type of social versatility is expected of him, and anger when his social ineptitude brings on rejection. Being dependent on external direction in new situations, he grows fearful when he is placed in unfamiliar
settings without guidance and support.
The Role Uniform child is rarely, if ever, accepted on
the basis of the impression which he creates. As a result of the unfavorable reactions which he arouses, he is put under considerable early pressure to develop skills and
controls in the other dimensions of his personality. While
it is possible for an Role Adaptive child to reach maturity
with a minimum of change in his personality structure, it
is virtually impossible for a* Role Uniform individual to
develop without acquiring extensive alterations. Role Uniform will also induce the child to undertake change himself, especially if he is an Externalizer, and cannot tolerate
interpersonal rejection In such cases, the child may
compensate early in the Role Adaptive direction, or deny his
externalized needs by shifting to an internalized orientation. Under sufficient external and internal pressure, he will probably undertake both in self defense.
As before, the interaction of the various components within the personality, and of the individual and the environment, combine to determine the child's behavior and experience. The "ERU" child is theoretically effective in acquiring necessary skills, but learns them in a comparatively inappropriate and socially ineffectual way. Because he lacks true social insight, he is apt to be punished even when, from his point of view, he is behaving as he was taught. An "EFU," in particular, has great difficulty, because his inherent distractability and inefficient rote learning prevent him from learning social rules and procedures. He cannot follow directions which he does not understand, and he cannot concentrate sufficiently to avail himself of
external guidance. Whether flexible or rigid, the
externalized Role Uniform child suffers because of his fundamental
need for interpersonal acceptance, which is denied because of his Role Uniform.
From this point of view, the Internalizer is in a much less painful position. He is less aware of rejection, because he does not need extensive social interaction, and does not
ù even want it. His responses, however, will differ greatly, depending on whether he is rigid or flexible. If he is an "IRU," he will have the ability to acquire social-interpersonal skills in a mechanical and uninsightful way. He can therefore be taught to respond in a precise and imitative manner, and, being personally uninvolved, can become quite effective. The "IFU" is in far greater danger of being completely ignored, and may thus develop without external or internal check on his autistic tendencies. He will not seek out others, and they, in turn, will be inclined to let him alone. Even if repeated attempts are made to teach him the rules and procedures of social interaction, his distractability will seriously hamper his learning. According to the theory, childhood schizophrenia is particularly apt to occur in
"IFU" children for these reasons.
The quality of the social interaction of an Role Uniform
child is such that he is hardly likely to be spoiled. In some cases, however, he may be over-protected, which merely increases his social inefficiency. The parents of a "U" child are not usually unaware of the lack of attention and acceptance which their child receives. They may, as a result,
overcompensate by showering the child with their own affection, directing hostility towards others for their failure to appreciate him. Such parental attitudes will tend to increase the child's dependence, and hamper him in working out his interpersonal difficulties, which are already sufficiently great. ,,
The negative impression which the Role Uniform child arouses later extends to his teachers, and to other significant adults in his environment. He is not accepted at ù ù face value, and is generally called upon to prove that he has learned, before it is believed that he has done so. In emotional involvements, his lack of social insight makes him appear to be crude and insensitive, even when he is really trying to be friendly. Since he does not naturally adapt to or reflect the culture from which he emerges, external forces mobilize against him early in his development, and pressure him to compensate in the "A" direction. If he is to attain satisfactory social and interpersonal relationships, he must learn how to attain more successful
social interaction