bluuebunny/crossref_metadata_2025 huggingface dataset:
TREATMENT OF RITUALISTIC BEHAVIOUR IN AN EIGHT‐YEAR‐OLD GIRL BY RESPONSE PREVENTION: A CASE REPORT
Authors: Stanley Lynn
Published: December 2006

Response prevention was used to eliminate ritualistic behaviour in an eight‐year‐old girl. The treatment was carried out at home with the parents acting as therapists. Following the second week of treatment the urge to carry out rituals disappeared completely. At one‐year follow‐up all was well. There was no symptom substitution.
THE PREVALENCE OF BEHAVIOR PROBLEMS IN THREE‐YEAR‐OLD CHILDREN OF WEST INDIAN‐BORN PARENTS
Authors: Earls Felton , Richman Naomi
Published: December 2006

Using data obtained during an epidemiological survey of 3‐year‐old children living in a London borough, a comparison was made of the prevalence of behavior problems in 58 children of West Indian parents with 705 children of British‐born parents. The children of West Indian families were living in poorer housing and had experienced more separations but did not show higher rates of behavior problems. There were few significant differences in the patterns of behavioral disturbance between the two groups, and none between West Indian boys and girls. The Validity of the findings and their relationship to the children's social circumstances are discussed.
VIGILANCE IN HYPERACTIVE AND NORMAL CHILDREN ON A SELF‐PACED OPERANT TASK*†
Authors: Goldberg Joel O. , Konstantareas M. Mary
Published: December 2006

A self‐paced vigilance task adapted from operant work was employed to study visual attention in hyperactive and normal children. The task distinguishes between two components of vigilance, observing responses and signal detention responses which are further divided into hits and false alarms. All subjects is were exposed to the same number of signal presentations under a low (VI 53) density and a high (VI 15) density schedule. Hyperactive children emitted a lower percentage of hits and a greater percentage of false alarms than normals. Hyperactive children showed observing response rater than normals. The educational implications of these findings are considered.
ATTACHMENT, LOSS, AND DEPRESSION*
Authors: Reite Martin , Short Robert , Seiler Conny , Pauley J. Donald
Published: December 2006

The influence of 10 days of maternal separation on behavior and physiology was studied in 8 social group living pigtailed macaque (M. nemestrina)monkey infants. Maternal separation was accompanied by behavioral changes' included slowing of movement, decreases in play, increases in oral behaviors, and assumption of a characteristic slouched posture and sad facial expression. Physiological changes included decreases in heart rate and body temperature, sleep disturbances that were most pronounced in the Awake and REM sleep systems, and changes in EEG alpha power‐spectra. Individual variability in the behavioral and physiological response to maternal separation was marked, and showed only a minimal correlation with measures of early behavioral development and the early mother‐infant interaction. Some physiological changes appeared to lie relatively long lasting. The data demonstrate that the disruption of an attachment bond may be accompanied by pronounced physiological changes suggestive of d general impairment of autonomic homeostatic regulatory processes. The findings have important implications for our understanding of the Pathophysiology of grief, and the physiological concomitants of. separation, loss, and depression in children.
CHILDREN WITH READING AND SPELLING RETARDATION: FUNCTIONING OF WHOLE‐WORD AND CORRESPONDENCE‐RULE MECHANISMS
Authors: Jorm A. F.
Published: December 2006

A group of 19 children retarded in both reading and spelling Mid a group of 4 children retarded specifically in spelling were given a series of tests designes to assess two components of the reading and spelling process, namely the ability to read and spell using correspondence rules and the ability to road and spell at a whole‐word level. The children retarded in both reading and spelling were found to be deficient in the ability to read and spell using rules. Furthermore, although these children had the ability to process words wholistically, their achievement at whole‐word reading and spelling was deficient. With the children who were retarded specifically in spelling, ii was tentatively concluded that although their ability to use correspondence rules is adequate, they may have difficulty in selecting the correct grapheme when several BM possible for a particular phoneme.
HYSTERICAL CONVERSION REACTIONS IN CHILDHOOD
Authors: Goodyer Ian
Published: December 2006

A retrospective analysis of hysterical conversion reactions shows that they are uncommon in in‐patient psychiatric practice. The condition is more common in girls and does not present before 5 years of age.

All cases had physical investigations which were prolonged and preceded psychiatric referral, The frequency of previous psychiatric difficulties in both the referred child and his family suggests that Symptom formation is bin one component in ongoing psychological disturbance that requires consideration of both family and individual factors.
A TWO‐YEAR FOLLOW‐UP OF INFANTS IN COMMUNITY‐BASED DAY CARE
Authors: Rubenstein Judith L. , Howes Carollee , Boyle Patricia
Published: December 2006

Matched groups of day care and home‐reared infants were assessed at 31/2 years of age for aspects of emotional and language development. Measures were Obtained in Structured situations, through formal language teats, and via maternal interviews. Day care children were significantly more non‐compliant to their mothers than were home‐reared children and had significantly more fears and temper tantrums. The two groups of children were Comparable in their greeting behavior upon reunion with their mothers after an hour's separation, in the degree of anxiety manifested during testing; and in the Overall level of behavior problems Day care children had significantly more complex speech and day care mothers used more complex speech to their children. The data suggest that attendance in infant day care did tint adversely affect the children's overall emotional or language development.
THE MOTOR DEFICIT IN DOWN'S SYNDROME CHILDREN: A PROBLEM OF TIMING?
Authors: Henderson Sheila E. , Morris Janet , Frith Uta
Published: December 2006

Down's Syndrome and non‐D S. children matched on MA and CA, performed continuous tracking and drawing tasks. Normal children performed the main tracking task. There were no differences between the groups on the spatial aspects of the tasks. On temporal components normal children were better on all measures. The D.S children were also poorer than retarded controls, showing more undershooting at comers, more problems in keeping up with the moving pattern, and were almost totally unable to continue the pattern without a model on the still moving paper following a five‐minute practice Session‐. Findings are discussed in terms of a specific motor programming deficit in D.S children.
CHILDREN'S KNOWLEDGE OF EMOTION
Authors: Harris Paul L. , Olthof Tjeert , Terwogt Mark Meerum
Published: December 2006

Children of 6, 11 and 13 years were interviewed regarding their concept of emotion. Questions were posed about the cues and the accuracy with which emotion may be identified, the strategies by which both the display and the experience of emotion may be regulated, and the effects of emotion on other psychological processes The replies indicate a marked shift in the child's concept of emotion between 6 and 11 years, but no marked changes thereafter. The youngest children focus on publicly observable components of emotion–the eliciting situation and overt behavioural reactions—while the two older groups also consider the hidden mental aspect of emotion. This changing conception of emotion manifests itself in the children's replies to questions concerning the identification, the regulation and the effects of emotion.
Emotion Recognition IN Disturbed AND Normal Children: A Research Note
Authors: Walker Elaine
Published: December 2006

The identification of facial expressions of emotion was studied in three groups of psychiatrically disturbed children and it control group of normal children, The results showed that schizophrenic children were significantly less accurate than unsocialized‐aggressive. anxious‐depressed, and normal children in their identification of the emotions. Anxious‐depressed children showed less pronounced emotion recognition deficits than schizophrenics; however, they also made significantly more errors than the controls. The unsocialized‐aggressive children did not differ from the normal controls, The results are discussed in light of the implications of emotion recognition for interpersonal functioning.
FURTHER DEVELOPMENT AND VALIDATION OF THE PROSOCIAL BEHAVIOUR QUESTIONNAIRE FOR USE BY TEACHERS*
Authors: Weir Kirk , Duveen Gerard
Published: December 2006

This paper describes the further development of a new rating scale for use by teachers, the Prosocial Behaviour Questionnaire (PBQ). The PBB is designed For use in the investigation of positive aspects of children's behaviour in primary school (ages 5–11 years). Tests of internal and external reliability and of validity are reported. It is concluded that the PBQ is a useful research instrument, However, teachers need training in its use and should be aware of the possible “halo” effects on their ratings of the child's sex. reading ability, aggressiveness and deviant behaviour
VIGILANCE DEFICIT IN LEARNING DISABLED CHILDREN: A SIGNAL DETECTION ANALYSIS
Authors: Swanson Lee
Published: December 2006

To test the proposition that learning disabled children manifest a sustained deficit within a detection theory analysis, the Continuous Performance Test (cf, Sykes, Douglas and Morgenstern, 1973) was administered lo normal and learning disabled boys. Children were tested on two task lengths (4:45 and 9:50 minutes) and two modalities (auditory and visual) in which dependent measures were correct detections and false responses, d' and B values As expected, learning disabled children made significantly fewer correct detections and ware false responses and were less sensitive (d') to critical stimuli than normal children There was no strong evidence to indicate disabled and Normal children differ on response criterion (B). B decreased significantly with time on cask for both groups, whereas d' remained relatively unchanged. Results were interpreted as supporting the notion that learning disabled children suffer a reduction in processing capacity rather than a loss of sustained attention over time.
CLASSROOM MISCONDUCT AND INTEGRATION BY SEX
Authors: Jones Marshall B. , Thompson Davidg.
Published: December 2006

in the 1978‐79 school year some but not all sections of the 9th grade in a large, free, Formerly sill‐boy private school in Central Pennsylvania were integrated by sex Since the sections varied in both curriculum and ability level and changes from one year to the next were distinctly possible, analysts centered on the interaction between study years (1977‐78 and 1978‐79) and whether or not a section Contained girls in those second year. The hypothesis tested was that male classroom behavior would improve more or deteriorate less in those sections that integrated than the those that did not. The dependent measures were number of detentions and coarse grades for conduct, effort, and achievement. Positive results were obtained for number of detentions when the reason was classroom misconduct but not when it was tardiness or cutting dass. Similarly, positive results were obtained for the conduct grade but not for the effort or achievement grades. Teacher opinion also was that integration by sex produced favorable but specific effects on male classroom behavior.
CHANGES IN IQ, ENVIRONMENTAL AND INDIVIDUAL FACTORS: A FOLLOW‐UP STUDY OF EDUCABLE MENTALLY RETARDED CHILDREN
Authors: Svendsen Dagmund
Published: December 2006

A group of 28 former pupils of Special Schools for the EMR was tested both in childhood and at adult age. Information about the subjects' situation as children was available from the local school files. Pupils who had experienced the most serious problems as children were less retarded at adult age than persons who had experienced few or none problems. Three persons with impaired hearing showed also a marked increase in I.Q. scores. The results may give support to Clarke's and Clarke's hypothesis that the effects of an early unstimulating environment are not necessarily irreversible.
THE MEANING OF INFANT EMOTIONAL EXPRESSIONS: REGULARITIES IN CAREGIVING RESPONSES IN NORMAL AND DOWN'S SYNDROME INFANTS
Authors: Sorce James F. , Emde Robert N.
Published: December 2006

In two studies, photographs of facial expressions of normal and Down's syndrome infants were viewed by mothers who recognized discrete emotions and reported regularities in caregiving associated with these emotions. Stimulating interactions were reported more frequently for high intensity expressions than for low intensity expressions. While these regularities held for both groups of infants, high intensity expressions were less frequent in the Down's group. The biological mothers of Down's infants seemingly compensated by reporting more stimulating interventions in response to their infants' low intensity expressions. Mothers who were unfamiliar with both groups of infants did not evidence this compensatory adjustment.
THE PERSONALITY AND PSYCHO‐SEXUAL DEVELOPMENT OF BOYS WITH 47 XXY CHROMOSOME CONSTITUTION
Authors: Bancroft John , Axworthy David , Ratcliffe Shirley
Published: December 2006

Twelve XXY boys identified at birth in a population screening study were followed up at a mean age of 16.7 yr and compared with a control group of chromosomally normal boys matched for age and social class. Assessment of personality and psycho‐sexual development showed the XXY boys to be more timid and less self‐confident and to have more problems in relating to their peer group than the controls.

They also showed some evidence of delayed or impaired development of sexual interest. In general, the differences were not marked.

Possible causes for these differences and potential methods of preventing them are discussed.
RESEARCH NOTE: NEW DATA ON TEST‐RETEST RELIABILITY FOR THREE TEMPERAMENT SCALES
Authors: Persson‐Blennow Inger , McNeil Thomas F.
Published: December 2006

New data on retest reliabilities for three temperament questionnaires for children were obtained with independent samples. The results showed a general level of retest reliability which was comparable to that of most temperament studies.
PRESCHOOL DESIGN AND CHILD BEHAVIOUR
Authors: Neill S. R. St. J.
Published: December 2006

Twenty established children were observed in each of three nursery schools and two day nurseries. Two pairs of nursery schools and clay nurseries were matched for building design. Twenty newly arrived children were also observed in each nursery school. Child behaviour was analysed in relation to building design; playroom openness appeared the most important building factor. Children in the more open units spent less time on school‐oriented activities and received fewer staff contacts, but more time moving around, doing nothing, and in aggression and active play. Social interaction was little related to building design, but was affected by amount of nursery experience. The findings are discussed in relation to staff aims.
RECOGNITION OF THE FAMILIAR WORDS OF NURSERY RHYMES BY HANDICAPPED AND NON‐HANDICAPPED INFANTS
Authors: Glenn S. M. , Cunningham C. C.
Published: December 2006

Nine infants with Down's syndrome (mean MA, 9.1 months), seven non‐handicapped infants (mean MA, 9.6 months) and one severely handicapped infant (MA, 9.5 months) were given the choice of listening to familiar nursery rhymes or to the same rhymes with each word reversed such that the rhythms, intonation and stress patterns were kept intact but the words were nonsense. Six infants with Down's syndrome, five non‐handicapped infants and the severely‐handicapped infant had significant preferences for the familiar rhymes, and the strength of this preference increased with increasing mental age. The results suggest that both handicapped and non‐handicapped infants are beginning to recognise familiar words of nursery rhymes at this age. The relevance of the results for early intervention procedures is discussed.
RULES AND RECIPROCITY IN BEHAVIOURAL DEVELOPMENT: IMPLICATIONS FOR REHABILITATION
Authors: Bateson P. P. G.
Published: December 2006

This article considers the potential value of two bodies of thought arising from work on animals in connection with rehabilitating abnormal behaviour. One deals with the processes of catch‐up and self‐regulation, and the other with optimal periods of learning in development. The ideas about self‐regulation are important because an individual with abnormal behaviour at one stage in development may cease to be abnormal of its own accord. The sensitive period concept in development has often been seen as being opposed to that of possible adult rehabilitation. Much of the animal evidence suggests that the opposition is false.
THE INFORMATION PROCESSING PARADIGM: CONCEPTS, METHODS AND LIMITATIONS
Authors: Mulder G.
Published: December 2006

Some characteristics of the information processing paradigm are discussed. Characteristics of fast process research are particularly emphasized. Fast process research deals with elementary information processes, called ‘mechanics’. These processes cannot be revealed by introspective methods, but only by chronometric studies. Attentional research has revealed automatic and controlled mechanics. Only the latter require attention resources for their execution. The functional state of the brain is thought to affect in particular the efficiency of controlled mechanics. Methods used in fast process research and cognitive psychophysiology could be helpful in deciding if behavioural disturbances result from limitations in the nature of the mechanics or in their efficiency.
THE DEVELOPMENT OF EARLY NON‐VERBAL COMMUNICATION: AN EVALUATION OF ITS MEANING*
Authors: Hopkins B.
Published: December 2006

Communication and social preadaptation have interpretative problems in early interaction. Both have strong teleological commitment and are not therefore wholly appropriate. The mother‐infant system gradually achieves the hallmark of true teleology largely because the mother acts as if the newborn's foetal‐like behaviour had communicative significance. Viewing newborn behaviour as such is compatible with the biological principle of preadaptation which avoids vague assumptions about early behaviour being socially ‘prewired’. It is recommended that the mother be given an observer's role as it may lead to a useful methodology for understanding early communication. Studying deviancy in early relationships is also considered.
BEREAVEMENT RESPONSES OF KIBBUTZ AND NON‐KIBBUTZ CHILDREN FOLLOWING THE DEATH OF THE FATHER
Authors: Kaffman Mordecai , Elizur Esther
Published: December 2006

This article examines the comparative prevalence of grief reactions, behavioral symptoms and ‘pathological bereavement’ in 25 kibbutz and 21 non‐kibbutz children aged between 3 1/2 and 11 1/2 yr eighteen months after the death of the father in war. The findings indicate that in both kibbutz and urban settings the loss of a father becomes a serious traumatic situation for a large proportion of the children, influencing multiple areas of functioning and causing manifold behavioral symptoms. The particular differences regarding the quality of the reactive symptoms exhibited by kibbutz and non‐kibbutz children appear to be related to the different socio‐cultural surrounding influences.
A COMBINED APPROACH TO THE TREATMENT OF EFFEMINATE BEHAVIOUR IN A BOY: A CASE STUDY
Authors: Hooilim Meng , Bottomley Virginia
Published: December 2006

This paper describes the treatment of a 5 1/2 ‐year‐old boy with persistent effeminate behaviour. He had individual therapy sessions over 21 months while a social worker worked with his parents and maternal grandmother. The therapists combined psychodynamic and behavioural elements in their work, aiming at understanding the obstacles to masculine behaviour and helping the family achieve the change.

At termination there were positive changes in the child, his parents and grandmother, which were maintained at follow‐up 6 months, 15 months and 3 years later. The relevance of inhibited aggression confused with masculinity in all members of the family is discussed.
EMOTIONAL PROBLEMS OF THE GIFTED CHILD
Authors: Freeman Joan
Published: December 2006

THE GIFTED CHILD'S EMOTIONAL NEEDS—IN SUMMARY

Intellectual giftedness, whether measured by an IQ score or a non‐verbal test, is not generally related to adjustment (Terman, 1925–1959; Freeman, 1979). Life events which can bring about poor adjustment in gifted children are the same ones that can affect other children adversely. Nor do gifted children necessarily benefit by the imposition of the label ‘gifted’, which trails unjustified mythologies and stereotypes with it. However, there are aspects of giftedness, such as hypersensitivity, perfectionism and inflexible schooling, which can cause problems for a minority of gifted children and bring about conflict, anxiety and unwelcome behaviour. Essentially, the gifted child has the same emotional needs as other children, and the same educational needs for expression and exploration. The difference lies in their intensity. The thwarting of more intense needs is likely to bring about a stronger reaction than in the average child, and with a higher ability to direct his actions, a gifted child is probably going to be more effective in choosing a form of deviance which will bring his frustration to attention or conceal his abilities.

However, gifted children do have particular educational needs. Possibly more than other children, the gifted can appreciate and use honest feedback (offered with respect), open communication with learning groups (particularly to acquire social skills), an intellectually challenging, meaningful and flexible curriculum, exposure to like minds, suitable material to work with and the opportunity to pursue personal interests. They are likely to be distressed by rote‐learning, practice exercises, too low teacher expectations and too much highly directed learning. They are capable of thriving, relatively more than other children, in a positive educational environment (Freeman, 1981). Whether at home or at school, they are unlikely to satisfy their potential for development on an inadequate educational diet. Teachers, parents and other care‐givers need to be more child‐centred‐to recognise the ability of their children and the problems it may bring, to provide for their needs and to adjust programmes to the individual requirements.
A CONTROLLED TRIAL OF ‘SENOKOT’ IN FAECAL SOILING TREATED BY BEHAVIOURAL METHODS
Authors: Berg Ian , Forsythe Ian , Holt Philip , Watts John
Published: December 2006

A double‐blind randomly controlled trial of one particular laxative, Senokot, used in moderate dosage, was carried out on a group of 40 children with severe and persistent soiling and often with a history of faecal retention. Significant improvement occurred following three months of outpatient treatment using a behavioural approach and either Senokot, placebo or no medication. However, there was no evidence either during the trial or subsequently when Senokot was employed to supplement behavioural treatment in every child who continued with therapy that this laxative contributed in any way to relieving the problem in this group of cases.
RESEARCH NOTE: TRUANTS AND OTHER ABSENTEES
Authors: Galloway David
Published: December 2006

Truants living in a depressed urban area are compared with Other Absentees from school living in the same area. The results show few differences in the social and financial circumstances of the two groups but considerable differences in the children's behaviour and in family relationships. The results are discussed in the light of other research which distinguishes truants from school refusers.
AN ISLET OF ABILITY IN AUTISTIC CHILDREN: A RESEARCH NOTE
Authors: Shah Amitta , Frith Uta
Published: December 2006

An aspect of cognitive functioning in autistic children was investigated by comparing their performance on the Children's Embedded Figures Test with that of MA‐matched normal and MA‐and CA‐matched mentally retarded non‐autistic children. The autistic children were significantly more competent at this task than either group of control children, and also showed qualitatively different strategies. Since the performance of the autistic children was better than predicted from MA and commensurate with CA, it can be regarded as an islet of ability. This finding is discussed in terms of orientation and visualization factors involved in visuo‐spatial abilities and is also related to cognitive deficit.
HYPERKINETIC DISORDERS IN SEVEN‐YEAR‐OLD CHILDREN WITH PERCEPTUAL, MOTOR AND ATTENTIONAL DEFICITS
Authors: Gillberg Christopher , Carlstrom Gunilla , Rasmussen Peder
Published: December 2006

Summary One hundred and forty‐one seven‐year‐old Swedish children took part in an extensive neuropsychiatric study involving total population samples of children who had shown perceptual, motor and attentional deficits in pre‐school, and blindly examined comparison children. The present paper reports on generalized hyper‐kinesis, i.e. hyperactivity in the child in all of three different assessment settings. About a third of children diagnosed according to strict criteria as suffering from ‘Minimal Brain Dysfunction’ showed generalized hyperkinesis. In children without perceptual‐motor deficits, hyperkinesis was very much rarer. A total population frequency for generalized hyperkinesis in the range of 1–3% is reported as probable. Heredity for delayed maturation, non‐optimal pre‐, peri‐ and neonatal factors and adverse psychosocial factors were found to interact in the shaping of the disorder.
CHILDREN'S QUESTIONS AND ADULTS' ANSWERS
Authors: Tizard Barbara , Hughes Martin , Carmichael Helen , Pinkerton Gill
Published: December 2006

Summary Radio‐recordings were made of the conversation of 30 girls, aged just under four, at school with their teachers and at home with their mothers. Half the girls were middle class and half working class. The frequency and type of question asked by the children and the frequency and type of answer given by the adults were analysed. Particular attention was paid to passages of persisent questioning by the child. There were home‐school and social class differences in all these measures. The significance of the findings for education is discussed.
OBSERVATION OF PARENT‐CHILD INTERACTION WITH TWO‐ TO THREE‐YEAR‐OLDS*
Authors: Dowdney Linda , Mrazek David , Quinton David , Rutter Michael
Published: December 2006

SummaryA method of home observations of mother‐child interaction is described. Its development is outlined in terms of the relevant conceptual and methodological issues, and the concomitant tactical decisions involved in development are discussed, The scheme focuses on parental responsivity, affect, social communication and social control, and a novel combination of time‐interval and event‐sequential recording is used to discriminate parental functioning in these areas. The measures have been shown to have a satisfactorily high level of reliability, and preliminary analysis indicates construct validity.
RESEARCH NOTE: YOUNG CHILDREN'S RESOLUTION OF DISTRESS THROUGH PLAY
Authors: Barnett Lynn A.
Published: December 2006

Summary It has been suggested that play is important to the young child as a means of resolving a distressing experience. Pre‐school children were observed as they exhibited distress on the first day of school. High‐ and low‐anxiety children were allowed either the opportunity for free play or participation in a story‐reading session, each of which was performed in either the presence or absence of peers. The anxious children in the play condition were found to decrease in distress and their play was more solitary and imaginative in nature compared to other conditions.
ACTIVITY LEVEL AND BEHAVIORAL STYLE IN YOUNG CHILDREN
Authors: Zeanah Charles H. , Korner Anneliese F. , Berkowitz Robert I. , Linden Janine
Published: December 2006

A portable microcomputer activity recorder was used to measure a 24‐hour sample of activity level in 4‐ to 8‐year‐old children. Recorded activity level was not related to parental perception of activity level and did not differentiate children with differing behavioral styles. Parental perception of activity level, on the other hand, significantly differentiated children's behavioral style. Parents may be responding to a composite image of the child's behavioral style when they rate activity level. We urge caution in the use of the term ‘activity level’, which may have different meanings according to how it is measured.
READING RETARDATION AND ANTISOCIAL BEHAVIOUR: A FOLLOW‐UP INTO EMPLOYMENT
Authors: Maughan Barbara , Gray Grace , Rutter Michael
Published: December 2006

The implications of the frequent overlap between reading and behavioural disorders in childhood are explored using follow‐up findings on the secondary school progress and early work histories of four groups of boys, with an without reading retardation, and with and without behavioural disturbance. While the prognosis for the majority of the retarded readers appeared poor, certain particular features–high rates of early school leaving, unstable work records and especially depressed skill levels–characterized those with associated behavioural problems. The importance of separating out the effects of additional associated disorders and disadvantages in assessing the long‐term prognosis for children with learning problems is discussed.
THE SUBCLASSIFICATION OF CHILD FIRESETTERS
Authors: Jacobson Robin R.
Published: December 2006

The possibility that child firesetters are a heterogeneous group was investigated in a cross‐sectional case note and item sheet study of all children referred to an Inner London clinic between 1973 and 1981. Firesetters were most usefully subdivided by age, and secondarily by reason for referral. There were no links between enuresis and dangerousness or cruelty to animals. Methodological issues and the implications of the findings are discussed, with particular reference both to the development of the disorder and to the subclassifications drawn for conduct disturbance.
AN EPIDEMIOLOGICAL INVESTIGATION OF MINIMAL BRAIN DYSFUNCTION IN SIX ELEMENTARY SCHOOLS IN BEIJING
Authors: Yu‐Cun Shen , Yu‐Feng Wang , Xiao‐Ling Yang
Published: December 2006

Six elementary schools from urban, suburban and mountain areas of Beijing (containing 2770 school children) were screened with a standardized questionnaire and each suspected case was interviewed to determine whether diagnostic criteria were met for attention deficit disorder with hyperactivity (DSM‐III), with some cultural modification. The MBD prevalence rate was 3.1% in the urban, 7.8% in the suburban and 7.0% in the mountain area. Lower rates were found in the families of scientific and technical professionals or in those with higher education than others. The mean score or the severity of some clinical manifestations of MBD children showed differences in families with different occupations or educational levels. Social environmental factors were considered to play an important role in the development of MBD, which is possibly based on biological factors.
READING GAINS FOR UNDERACHIEVING TUTORS AND TUTEES IN A CROSS‐AGE TUTORING PROGRAMME
Authors: Limbrick Elizabeth , McNaughton Stuart , Glynn Ted
Published: December 2006

A cross‐age peer tutoring programme in reading is described in which three underachieving 10‐ to 11‐year‐old students tutored three underachieving 6‐ to 8‐year‐old students. The programme, a modification of the ‘paired‐reading’ technique of Morgan and Lyon, involved both concurrent modelling of correct reading and praise for reading independently by peer tutors. When given general instructions to help, tutors did provide some assistance, but specific training was necessary before appropriate tutoring behaviours were used. Both tutees showed marked improvements in oral reading and comprehension on classroom exercises and standardised reading tests.
FEARS AND WORRIES OF YOUNG CHILDREN AS EXPRESSED IN A CONTEXTUAL PLAY SETTING
Authors: Lentz Kathleen
Published: December 2006

One hundred 5‐ and 6‐year‐old children were studied with a contextual play technique in order to gain insight into their fears and worries. Sex differences and differences relating to questioning procedure were examined. The discussion included the potential usefulness of the method and some implications for parents and teachers.
INFORMING CHILDREN ABOUT A PARENT'S TERMINAL ILLNESS
Authors: Rosenheim Eliyahu , Reicher Rivka
Published: December 2006

It has been suggested that supplying children with explicit information about the terminal illness of a parent is likely to enhance their coping with anxiety. To examine this claim, the anxiety level of 18 children who were informed by their parents was compared with that of 26 children who were not thus informed. The anxiety of the informed group was significantly lower. The results also show meaningful differences between developmental levels among the non‐informed only. Possible explanations and implications of the results are discussed.
SELECTING MEASURES OF EMOTIONAL AND BEHAVIORAL DISORDERS OF CHILDHOOD FOR USE IN GENERAL POPULATIONS
Authors: BOYLE MICHAEL H. , JONES SHARON C.
Published: December 2006

This paper puts forward suggestions for assessing the suitability of existing measures of emotional and behavioral disorders of childhood for use in general populations. Specific attention is focused on the definition of emotional and behavioral disorder, measurement approaches and guidelines for choosing which disorders to study. The measurement criteria under review include acceptability, applicability, procedural adequacy, reliability and validity. These criteria are applied to seven instruments previously described as suitable for epidemiological and clinical research. Among these instruments, the ones developed by Rutter, Achenbach and Quay best meet the criteria and show the most promise of being useful in general populations. Among research priorities for the future, the foremost should include the specification of rules of evidence for establishing the validity of new measures of emotional and behavioral disorder.
BEHAVIORAL TREATMENT APPROACHES TO PATHOLOGICAL UNSOCIALIZED PHYSICAL AGGRESSION IN YOUNG CHILDREN
Authors: Frankel Fred , Q.immons James
Published: December 2006

This paper presents some hypotheses regarding the motivation of pathological unsocialized physical aggression in children and also reviews behavioral treatment. Tentative leads were offered as to extrinsic and intrinsic determinants. Among the most promising of these were parent‐child interactive and attributive factors, and deficits in information processing in social situations. It was hypothesized that some of these factors might not be specific to pathological unsocialized physical aggression but are characteristic of children with behavior problems. Under this hypothesis, few studies were found which employed appropriate control groups. It was also hypothesized that the study of extrinsic and intrinsic factors for pathological unsocialized physical aggression may improve the design of treatment programs.
BEHAVIOURAL METHODS IN THE TREATMENT OF SLEEP DISORDERS—A PILOT STUDY
Authors: Richman Naomi , Douglas Jo , Hunt Heather , Lansdown Richard , Levere Ruth
Published: December 2006

The efficacy of behavioural methods of treatment for severe sleep disorders was examined in a pilot study involving 35 children aged 1–5 years. Improvement occurred in 77%. Methodological issues concerning the selection of children for treatment, selecting adequate controls and outcome measures, and using parents as therapists, are discussed.
ELECTRODERMAL ACTIVITY OF UNDERSOCIALIZED AGGRESSIVE CHILDREN: A PILOT STUDY
Authors: Schmidt Katalin , Solant Mary V. , Bridger Wagner H.
Published: December 2006

Electrodermal activity of 11 children with conduct disorder (CD) and 11 normal children were compared during periods of rest, moderate tone and loud bell stimulation. The CD group was best differentiated from controls by lower reactivity to the first bell, while on tonic measures they showed normal values. The electrodermal profile of the CD children thus resembled that of adult sociopaths on phasic measures only. The possibility of using electrodermal measures for predicting outcome and for differential diagnosis is raised.
PSYCHOLOGY AND THE HEALTH OF CHILDREN*
Authors: Graham Philip
Published: December 2006

Abstract— Inappropriate behaviour and adverse social circumstances in childhood are responsible for a high proportion of physical morbidity and mortality not only in childhood itself but also in later life. Evidence is provided to support this statement, and the processes whereby social adversity in childhood lead to later ill health are considered. Recent evidence suggesting that, contrary to popular belief, health promotion in childhood could substantially reduce the prevalence of physical morbidity is reviewed. Emphasis is placed on the part played by techniques based on cognitive‐behavioural approaches in the recent more successful examples of health promotion.
FAMILY AND SCHOOL INFLUENCES ON BEHAVIOURAL DEVELOPMENT
Authors: Rutter Michael
Published: December 2006

Abstract—Research findings are reviewed with respect to possible family and school influences on behavioural development, but with special reference to socially disapproved conduct. The hypothesis that statistical associations between environmental variables and children's disorders represent causal connections is considered in terms of the three main alternatives—hereditary influences, the effect of children on their parents, and the operation of some third variable. It is concluded that each has some validity but that nevertheless there are true environmental effects. The mechanisms underlying their operation are discussed with respect to parental criminality, family discord, weak family relationships, ineffective discipline, and peer group influences. Individual differences in response to adversity are discussed in terms of age, sex, temperament, genetic factors, coping processes, patterning of stressors, compensatory good experiences and catalytic factors. The various ways in which environmental effects may persist over time are considered in terms of linkages within the environment as well as within the child. It is concluded that long‐term effects are far from independent from intervening circumstances.
HYPERACTIVE AND NORMAL GIRLS AND BOYS: MOTHER‐CHILD INTERACTION, PARENT PSYCHIATRIC STATUS AND CHILD PSYCHOPATHOLOGY*
Authors: Befera Marilyn schulte , Barkley Russell A.
Published: December 2006

Abstract— This study compared hyperactive and normal girls and boys on their mother‐child interactions, family psychiatric status and ratings on the Personality Inventory for Children (PIC). Hyperactive children were less compliant and more negative, and their mothers responded more negatively to their compliance than mothers of normal children. Mothers of hyperactive children reported more depression, marital discord and psychiatric problems in their relatives, and rated their children more deviant on 15 of 16 PIC scales than normal children. Hyperactive boys received more direction and praise, and had greater maternal concern about their adjustment than hyperactive girls or normal children.
ANXIETY IN THE CHILD DENTAL CLINIC
Authors: Williams J. Mark G. , Murray John J. , Lund Charles A. , Harkiss Barbara , Franco Argelia de
Published: December 2006

Abstract— A study was made of differences between children who had a history of refusing dental treatment in the community and control children, as rated by their parents. History of treatment refusal was found to be associated with a general fear of‘medical’people, intolerance for any pain or discomfort and greater difficulty in approaching novelty or adapting to change. These children were also rated by their parents as being generally more negative in their mood and having greater difficulty in playing with unfamiliar children. The implications of these findings are discussed.
THE RELATIONSHIP BETWEEN SPECIFIC READING RETARDATION, GENERAL READING BACKWARDNESS AND BEHAVIOURAL PROBLEMS IN A LARGE SAMPLE OF DUNEDIN BOYS: A LONGITUDINAL STUDY FROM FIVE TO ELEVEN YEARS
Authors: McGee Rob , Williams Sheila , Share David L. , Anderson Jessie , Silva Phil A.
Published: December 2006

Abstract Parent and teacher reports of behaviour problems were obtained at ages 5, 7, 9 and 11 years for three groups of boys: specific reading retarded (N= 18), general reading backward (N= 22), and those with no severe reading disability (N= 436). At school entry, both groups of reading disabled boys were reported as having more behaviour problems, and the level of problems increased during their early school years. The results suggest that behaviour problems pre‐date reading disability, while reading failure further exacerbates the existing problem behaviour.
THE STRESS OF SCHOOL ENTRY: PARENTAL COPING BEHAVIORS AND CHILDREN'S ADJUSTMENT TO SCHOOL
Authors: Elizur Joel
Published: December 2006

Abstract The coping reactions of parents of 58 children exhibiting signs of maladjustment upon entering elementary school and changes in adjustment to school were evaluated during the first two school years. The relationship between coping and adjustment was evaluated by measuring both synchronous and cross‐lagged correlations.

As the children's adjustment worsened during the first grade, mothers increased their coping activity, but their efforts did not contribute to an improved adjustment. An adaptive and cohesive family pattern, related to a subsequent improvement in adjustment to school, was composed of variables measuring fathers' coping activities, mothers' positive attempts to stimulate the fathers' coping behaviors, parental support of the children and their co‐operation to co‐ordinate coping strategies.
CHILD PSYCHIATRY IN BRITAIN–THE LAST 30 YEARS
Authors: Hersov Lionel
Published: December 2006

Abstract The development of child and adolescent psychiatry over the last thirty years is described with emphasis on the ideas and concepts which have become a characteristic feature of clinical practice and research. Aspects of training, innovations in practice and the relationship with paediatrics are discussed and the growing participation in international bodies concerned with mental health is outlined. The specialty is now well established and is attracting physicians of high calibre to its ranks. Multidisciplinary collaboration is still a strong feature but has taken a different form in the light of new developments in clinical and developmental child psychology and psychiatric social work.
FACTORS WHICH PREDICT THE PERSISTENCE OF AGGRESSIVE CONDUCT DISORDER
Authors: Kelso Jane , Stewart Mark A.
Published: December 2006

Abstract Fifty‐three boys with aggressive conduct disorder were followed up 2 years after their original examination. Twenty‐four (45%) no longer had the disorder and were classified as improved. A discriminant function analysis identified characteristics of the boys and their families which accurately predicted the outcome for 85% of the boys. Among the predictors of persisting conduct disorder were a variety of antisocial or aggressive symptoms, firesetting, early age of onset and family deviance.
TEENAGE PSYCHOSES—EPIDEMIOLOGY, CLASSIFICATION AND REDUCED OPTIMALITY IN THE PRE‐, PERI‐AND NEONATAL PERIODS
Authors: Gillberg Christopher , Wahlström Jan , Forsman Anders , Hellgren Lars , Gillberg I. Carina
Published: December 2006

Abstract This is a population‐based survey from Göteborg, Sweden, of all youngsters treated as in‐patients for operationally defined ‘psychotic disorders’ during their teens. It was shown that 0.54% of all teenagers in Göteborg had been treated for such disorders at least once during the 13‐to 19‐year‐old age period. Boys and girls were about equally affected, but schizophreniform disorders tended to be much more common among the boys and affective disorders more common among the girls. Child psychiatric services had been consulted much less frequently than adult ones, in spite of the many developmental aspects of the psychotic disorders. Scores for reduced optimality in the pre‐and perinatal periods were marginally, though significantly, more common in the psychosis groups than in an age‐, sex‐and maternity clinic‐matched control group.
PREVALENCE OF BEHAVIOR PROBLEMS IN THREE‐YEAR‐OLD CHILDREN LIVING NEAR THREE MILE ISLAND: A COMPARATIVE ANALYSIS
Authors: Cornely Paul , Bromet Evelyn
Published: December 2006

Abstract The Behavior Screening Questionnaire (BSQ) was used to determine whether 21/2–31/2 yr old children living near the TMI nuclear reactor were more disturbed than children living near another nuclear plant or near a fossil‐fuel facility in Pennsylvania when assessed 21/2 yr later. The prevalence of behavior problems was 11%. Differences among the sites in overall rates and individual symptoms were small. Perceptions of environmental stress among the TMI sample of mothers were unrelated to BSQ scores, whereas in the comparison sites, where unemployment was rising, economic concerns were meaningfully related to the BSQ.
DEVELOPING PERCEPTIONS OF TEMPERAMENT AND THEIR CHILDREN TO MOTHER AND INFANT BEHAVIOR
Authors: Zeanah Charles H. , Keener Marcia A. , Anders Thomas F.
Published: December 2006

Abstract Controversies about temperamental assessments raise questions about whether questionnaires, which assess parental perceptions of temperament, validly measure within‐child characteristics. Thirty‐eight couples were recruited from childbirth classes for a short‐term longitudinal study. Mother's perceptions of activity, rhythmicity and mood were moderately stable from late pregnancy to 6 mth postnatally. Only father's perceptions of activity were stable during this time. Infants rated by parents as difficult on the Carey Infant Temperament Questionnaire at 6 mth were rated by observers as less responsive while being fed by their mothers. Results are discussed in the context of influences on parental perceptions of temperament.
LONG‐TERM FOLLOW‐UP OF PREVIOUSLY SEPARATED PIGTAIL MACAQUES: GROUP AND INDIVIDUAL DIFFERENCES IN RESPONSE TO NOVEL SITUATIONS
Authors: Capitanio John P. , Rasmussen K. L. R. , Snyder D. S. , Laudenslager M. , Reite M.
Published: December 2006

Abstract A follow‐up study of monkeys who experienced maternal separations as infants 2.5–4.9 years earlier was performed. Matched pairs of previously separated and nonseparated control monkeys were observed individually in four unfamiliar situations, and their behavioral responses and plasma cortisol levels were measured. Results indicated that previously separated animals displayed more disturbance than did their matched controls, and levels of disturbance were significantly correlated with the degree of behavioral and physiological disturbance displayed during the original maternal separations. The results support the idea that the perception of the maternal separation may be a significant factor in whether long‐term behavioral deficits exist in social and emotional functioning.
SELF‐CONTROL OF EMOTIONAL REACTIONS BY YOUNG CHILDREN
Authors: Terwogt Mark Meerum , Schene Jan , Harris Paul L.
Published: December 2006

Abstract— Six‐year‐old children were instructed to adopt a detached or an involved attitude while they listened to a sad story. The effects of these instructions became clear by the children's self‐report using a non‐verbal emotion sccile, their way of reproducing the story they had to listen to, and their achievements on an unrelated picture‐memory task. Differences between boys and girls were found and discussed as well as the nature of some of the self‐control strategies reported by the children.