Showing papers in "Journal of Clinical Child Psychology in 1994"
TL;DR: The authors assessed the occurrence of three types of stressful life events among African- American and Hispanic children living in urban neighborhoods, and examined the concurrent and prospective relations between stress life events and adjustment.
Abstract: Assessed the occurrence of three types of stressful life events among African- American and Hispanic children living in urban neighborhoods, and examined the concurrent and prospective relations between stressful life events and adjustment. Younger children and children living in the most disadvantaged neighborhoods experienced more stressful life events. Stressful life events were significantly related to higher concurrent levels of aggression and predicted increases in aggression P year later. Life transitions and exposure to violence predicted concurrent aggression, but circumscribed events served as the strongest predictor of aggression 1 year later. Total number of stressful events and exposure to violence significantly interacted with neighborhood disadvantage, such that effects were only apparent under conditions of high neighborhood disadvantage.
681Â citations
TL;DR: A meta-analytical review of 49 studies, from 1981 to 1990, on the effect of social competence training (SCT) on 3- to 15-year-olds was presented in this article.
Abstract: Presents a meta-analytical review of 49 studies, from 1981 to 1990, on the effect of social competence training (SCT) on 3- to 15-year-olds. Main issues were (a) effectiveness in relation to program type and client characteristics as well as outcome criteria, (b) differential effects, (c) types of long-term effect, and (d) a comparison to other meta-analyses in the field, Results showed that SCT was moderately effective. However, effect sizes were lower than in previous studies. There were specific, characteristic effects for various types of program and on various client groups. Two main problems were identified: First, significant effect sizes were found only when direct goal criteria (e.g., social-cognitive skills) were evaluated, whereas there were few effects on broader constructs (e.g., social adjustment). Second, long-term effects were weak. We concluded that further primary studies are needed on the generalization and maintenance of change.
310Â citations
TL;DR: Different sets of risk factors were associated with children's ZQ scores and behavior problem scores, and early intervention had a beneficial effect on ZZ scores regardless of the number of risks experienced.
Abstract: Examines the prevalence, contributions, and cumulative effects of 13 biological, economic, maternal, family-structural, and parenting-belief risk factors in poor and nonpoor families separately on low-birthweight premature children's 36-month ZQ scores and behavior problems (N = 704). Children were part of the Infant Health and Development Program (ZHDP), a multisite, randomized clinical trial providing early pediatric follow-up and educational and family support services. Risk factors occurred more frequently in poor families than in nonpoor families. Different sets of risk factors were associated with children's ZQ scores and behavior problem scores. As the number of risk factors increased, child ZQ decreased. Behavior problems did not change as a function of risk factors. Early intervention had a beneficial effect on ZQ scores regardless of the number of risks experienced.
250Â citations
TL;DR: In this paper, the effects of poverty and the quality of the home environment on changes in the academic and behavioral adjustment of elementary school-age children were examined based on a subset of children from a national data set.
Abstract: Examined the effects of poverty and the quality of the home environment on changes in the academic and behavioral adjustment of elementary school-age children. Analyses are based on a subset of children (n = 473) from a national data set. The children completed an academic achievement measure in I986 (when they were 5 to 8 years old) and again in 1990. Mothers provided ratings of their children's behavior at the same rime points. Results showed that prior poverty status (number of years in poverty from 1982 to 1985) predicted decreases in math and reading scores and increases in antisocial behavior (from 1986 to 1990). However, number of years in poverty between the 1986 assessment and the 1990 assessment failed to predict changes in adjustment over and above prior poverty status. Quality of the home environment between the two assessments predicted positive changes in adjustment after accounting for poverty status. These effects were independent of child characteristics (i.e., sex, age, and race,) and re...
150Â citations
TL;DR: The Children's Attributions and Perceptions Scale (CAPS) as discussed by the authors is a new measure of sexual abuse-related factors in victimized children, which consists of four subscales: feeling different from peers, personal attributions for negative events, perceived credibility, and personal trust.
Abstract: Presented the Children's Attributions and Perceptions Scale (CAPS), a new measure of sexual abuse-related factors in victimized children. This instrument consists of four subscales: Feeling Different From Peers, Personal Attributions for Negative Events, Perceived Credibility, and Interpersonal Trust. The CAPS was administered to 40 sexually abused and 40 normal controls between the ages of 7 and 12. Findings demonstrated that the sexually abused group scored significantly higher than normal controls on the total CAPS and three of its subscales. In addition, there were significant correlations between the CAPS and self-report symptom measures only in the sexually abused group. There were few significant correlations between the CAPS and parent ratings of symptomatology. Results are discussed in the context of the evolving literature on abuse-related assessment instruments in the study of child sexual abuse.
144Â citations
TL;DR: Peer coping skills (PCS) training is a new school-based intervention designed to promote prosocial coping among school-age children as discussed by the authors, which was tested in a controlled evaluation with children in Grades 1 to 3 who exhibit high rates of aggressive behavior.
Abstract: Peer coping-skills (PCS) training is a new school-based intervention designed to promote prosocial coping among school-age children. The intervention is based on a coping-competence model that addresses the development of antisocial and asocial coping among youth at elevated risk for conduct disorder. PCS training was tested in a controlled evaluation with children in Grades 1 to 3 who exhibit high rates of aggressive behavior, and it was found to increase prosocial coping via information exchange, improve social skills, and reduce aggression. These improvements were maintained into the next school year, as reflected in a 6-month follow-up assessment by teachers. Competent-nonaggressive children who also participated not only showed no adverse effects by demonstrated skill enhancement. Children, parents, and teachers in the ethnically diverse sample rated PCS training as highly acceptable. It is recommended that PCS training be combined with family and classroom intervention strategies over multiple years...
112Â citations
TL;DR: In this paper, the efficacy of a temperament-focused, psycho-educational intervention for mothers with temperamentally difficult preschoolers was examined, and the results indicated that mothers who participated in the parent-training program, demonstrated increased satisfaction with parent-child relationships and perceived parenting competence, as well as improved affect.
Abstract: Examined the efficacy of a temperament-focused, psychoeducational intervention for mothers with temperamentally difficult preschoolers. Results indicated that, relative to those assigned to a wait-list control group, mothers who participated in the parent-training program, demonstrated increased satisfaction with parent-child relationships and perceived parenting competence, as well as improved affect. In addition, reductions in mother-rated child behavior problems and disruptions in family lifestyle were observed. Treatment gains were maintained at 2-month follow-up. These results provide preliminary support for temperament-based parent training.
104Â citations
TL;DR: In this paper, performance on the Continuous Performance Test (CPT) and speeded classification task was assessed for a group of 7- to 12-year-old ADHD boys and their same-aged normal peers.
Abstract: Attempted to claim the nature of the sustained and selective attention deficits implicated in attention deficit hyperactivity disorder (ADHD). Specifically, performance on the Continuous Performance Test (CPT; Sergeant & van der Meere, 1990) and speeded classification task was assessed for a group of7- to 12-year-old ADHD boys and their same-aged normal peers. Results of the CPT indicated that both perceptual sensitivity and omission errors increased over time for the ADHD boys to a greater degree than for the control boys, findings indicative of a sustained (attention deficit. Results of the speeded classification task indicated that ADHD children's performance was not as efficient as normal children. However, there was no evidence for a selective attention deficit. Findings are discussed in terns of a process-energy model of attention.
101Â citations
TL;DR: Compared chronically ill with acutely ill/injured children on types of stressors encountered during hospitalization, the coping strategies used to manage these stressors, and the relation between coping strategy use and distress.
Abstract: Compared chronically ill with acutely ill/injured children on types of stressors encountered during hospitalization, the coping strategies used to manage these stressors, and the relation between coping strategy use and distress. There was no difference between the acutely ill/injured and chronically ill groups in type of hospital problems selected-illness related (e.g., "my disease is getting worse"), pain related, or hospital related (e.g., lack of privacy). Acutely ill"injured children were more likely to use avoidant-coping strategies (e.g., distraction, self-blame, and wishful thinking) than chronically ill children. Coping strategies did not differ across the different types of hospital problems. However, the greater the distress generated by the problem, the more frequent use of selected-coping strategies (e.g., problem-solving, social support, and wishful thinking). Clinical implications of the findings are discussed.
95Â citations
TL;DR: This article examined delinquent behavior among Mexican-American (MA) and Caucasian non- Hispanic (CnH) dropouts, students with academic problems, and control students, and found that peers of dropouts and academic problem students were more likely to engage in delinquent behaviors than peers of control students.
Abstract: Examined delinquent behavior among Mexican-American (MA) and Caucasian non- Hispanic (CnH) dropouts, students with academic problems, and control students. Dropouts and students with poor grades were much more likely to engage in delinquent behaviors. The highest rates of delinquency were reported by males. Mexican-American youth in any of the academic status groups were slightly less likely to engage in delinquent behaviors as compared to CnH youth, but overall rates of delinquency for MA youth may be higher due to their higher dropout rate. It was also found that peers of dropouts and academic problem students were more likely to engage in delinquent behaviors than peers of control students.
95Â citations
TL;DR: Asian-American children who received services at ethnic-specific centers were less likely to drop out of services after the first session, utilized more services, and had higher functioning scores at discharge than did those who attended mainstream centers, even when variables including social class and functioning score at admission were controlled.
Abstract: Examined differences between ethnic-specific and mainstream outpatient mental health services for Asian-American children. The study found that Asian-American children who received services at ethnic-specific centers were less likely to drop out of services after the first session, utilized more services, and had higher functioning scores at discharge than did those who attended mainstream centers, even when variables including social class and functioning score at admission were controlled. Centers were also compared on population characteristics and therapist-client ethnicity match. The findings suggest that ethnic-specific mental health centers are effective in sewing the Asian-American child community.
TL;DR: In this paper, the role of family social support and social problem-solving skills in moderating the effects of children's stressful life events on behavioral adjustment was examined, and significant moderator effects were found for family support on total stress for the teacher-reported internalizing problems of regular education (RE) or special education (SE) classrooms.
Abstract: Examined the role of family social support and social problem-solving skills in moderating the effects of children's stressful life events on behavioral adjustment. Participants were 322 fourth and fifth graders who reported on their stressful experiences during the past year. Children from both regular education (RE) or special education (SE) classrooms were included in the sample. Additional self-report data from children also included measures related to perceived level of family social support, a personality questionnaire, and a social problem-solving measure. In addition, teachers provided reports of the children's behavior and adjustment. Main effects were found for total stress, school/peer stress, family social support, and social problem solving. Significant moderator effects were found for family support on total stress for the teacher-reported internalizing problems of RE students and for family support on school/peer stress on the teacher-reported externalizing problems and self-reported anxie...
TL;DR: Birth weight and psychosocial-environmental variables assessed when the children were 6 or 7 years old were significant in predicting later emotional adjustment and differential effects of the environment on premature versus full-term children were suggested.
Abstract: Assessed the emotional and behavioral adjustment of13- to 14-year-old children born prematurely, as compared with children full term, using children's self-report questionnaires of anxiety, depression, aggression, and self-concept, as well as mothers' and teachers' reports of behavioral disturbances. On all measures, premature children had lower scores on adjustment. Birth weight and psychosocial-environmental variables assessed when the children were 6 or 7 years old were significant in predicting later emotional adjustment. Differential effects of the environment on premature versus full-term children were suggested
TL;DR: The authors evaluated depression, hopelessness, and self-esteem in suicidal ideation and attempt among inpatient children (N = 123, ages 6 to 13 years) and found that suicidal children reported significantly greater depression and hopelessness and lower selfesteem than did nonsuicidal children.
Abstract: Evaluated depression, hopelessness, and self-esteem in suicidal ideation and attempt among inpatient children (N = 123, ages 6 to 13 years). Suicidal ideators (n = 39), attempters (n = 42), and nonsuicidal patient control children (n = 42) participated. The major findings were that: (a) suicidal children reported significantly greater depression and hopelessness and lower self-esteem than did nonsuicidal children; (b) depression, as measured by the Children' Depression Inventory (CDI), was the single beast predictor of suicidal ideation and attempt; (c) hopelessness and self-esteem did not contribute further to the discrimination of suicidal children once CLPI depression entered; (d) when the CDZ was replaced by diagnosis of depression in the discriminant analysis, the Self-Esteem Inventory became the only measure to enter the equation; (e) suicidal girls were classified with greater accuracy than suicidal boys; and (f) the contribution of depression and self-esteem to discriminating between suicidal and ...
TL;DR: In this paper, the authors examined treatment effects with Hispanic children and adolescents using a culturally sensitive storytelling intervention and found no treatment differences in depression among 11- to 13-year-olds.
Abstract: Examined treatment effects with Hispanic children and adolescents using a culturally sensitive storytelling intervention. Inner-city 9- 13-year-olds (N = 90) were screened for symptomatc7bgy by structured interview, randomly assigned to an 8-week intervention or attention-control group, and pre- and posttested with standardized instruments measuring anxiety, depression, and phobic symptomatology and school conduct. No treatment differences in depression were found. Differences in favor of storytelling were found on the remaining outcomes, most consistently among 11- to 13-year-olds. Results are discussed in t e r n of programmatic research on culturally sensitive modalities for specific age groups and in support of the broader role of narrative processes in psychotherapy.
TL;DR: This paper examined appraisal of adoption and self-reported adoption related coping in eighty-five 6- to 17-year-old adoptees, who were asked to rate their feelings about being adopted, the frequency with which they experienced intrusive thoughts about adoption, and their manner of coping with adoptionrelated stress.
Abstract: Examined appraisal of adoption and self-reported adoption related coping in eighty-five 6- to 17-year-old adoptees. Subjects were asked to rate their feelings about being adopted, the frequency with which they experienced intrusive thoughts about adoption, and their manner of coping with adoption-related stress. Older children expressed less positive affect and greater ambivalence about being adopted; younger children reported more intrusive adoption-related thoughts. No age differences emerged for adoption-related coping. Negative and ambivalent feelings about adoption were associated with avoidant coping; intrusive thoughts were associated with assistance seeking, cognitive-behavioral problem-solving, and behavioral avoidant coping. Results are discussed in terms of a stress and coping model of adoption adjustment.
TL;DR: Although methylphenidate resulted in significantly greater amelioration of a number of the core features of ADHD, it was found that there was no evidence of a decrease in perceived competence or an increase in external or unknown explanations of control or dysphoria at posttest 14 weeks later.
Abstract: Examined speculation that stimulant medication may serve to undermine self-efficacy and engender external or unknown explanations of control and dysphoria in children with attention deficit hyperactivity disorder (ADHD). More specifically, as part of a larger double blind, placebo trial of the effectiveness of the psychostimulants and various adjunctive treatments for ADHD, we assessed the effects of methylphenidate on self-perceptions of competence, control, and dysphoria in 48 children with ADHD. In contrast to placebo, although methylphenidate resulted in significantly greater amelioration of a number of the core features of ADHD, we found no evidence of a decrease in perceived competence or an increase in external or unknown explanations of control or dysphoria at posttest 14 weeks later.
TL;DR: In this paper, the authors examined anger and other variables known to be related to physical abuse by describing common child-rearing challenges to 199 low-income mothers and observing relations among their responses.
Abstract: Examined anger and other variables known to be related to physical abuse by describing common child-rearing challenges to 199 low-income mothers and observing relations among their responses. Maternal anger varied extensively across the situations explored, and it was significantly related to the use of physical discipline in one third of the situations sampled. Anger was also positively related to perceived frequency of child behavior problems, and tendency to use physical discipline increased with number of perceived behavior problems. Child behaviors that underlined a challenge to the mothers' control (e.g., defiance or disobedience of a direct command) provoked the most anger. The implications of these findings for abuse prevention and positive parenting interventions for low-income families are discussed.
TL;DR: The authors examined the relation between ratings and observations of 34 hyperactive children in public school settings within the context of placebo-controlled, double-blind stimulant drug evaluations and found that rating scale scores were significantly correlated with classroom, lunchroom, and playground observations of negativistic (e.g., aggression, noncompliance, interference) but not hyperactive (inattention, motor movement) behaviors.
Abstract: Examined the relation between ratings and observations of 34 hyperactive children in public school settings within the context of placebo-controlled, double-blind stimulant drug evaluations. The findings indicated that rating scale scores were significantly correlated with classroom, lunchroom, and playground observations of negativistic (e.g., aggression, noncompliance, interference) but not hyperactive (in-attention, motor movement) behaviors. However, when these same data were analyzed controlling for the variance accounted for by the other dimension (partial correlations), there was clear evidence supporting the differential validity of hyperactivity and negativistic behavior scales of the IOWA Conners Teacher's Rating Scale (Loney & Milich, 1982) and the Abbreviated Teacher Rating Scales (Conners, 1973) across settings and as measures of drug response. Test-retest reliabilities of most rating scales and classroom-observation code categories were comparable.
TL;DR: In this paper, the authors evaluated behavioral difficulties in three groups of preschoolers (ages 2 lo 4 years): low risk, social risk (e,g., poverty, one-parent families), and dual risk (both biological and social risk conditions).
Abstract: Evaluated behavioral difficulties in three groups of preschoolers (ages 2 lo 4 years): low risk, social risk (e,g., poverty, one-parent families), and dual risk (both biological and social risk conditions). Parents of 238 toddlers completed the Child Bei~avior ChecklistJ2-3 (CBCU2-3) and the Eyberg Child Behavior Inventory (ECBI). Demographic, prenatal, and perinatal information was obtained to determine group status. Results indicated that toddlers in social- and dual-risk groups obtained significantly higher parent ratings on the Internalizing behaviors scale and the Anxious/Depressed, Withdrawn, and Destructive behavior subscales of the CBCU2-3 when compared to toddlers in the low-risk group. No significant differences were obtained between social- and dual-risk groups or between specific biological risk categories (e.g., prematurity vs. developmental disorder). All ECBI results were nonsignificant. These findings suggest that social risk conditions place a preschooler at greater risk for behavioral di...
TL;DR: In this paper, a detailed discussion of this integrative assessment and intervention, representing a blend of the cultures, is presented, while simultaneously considering the interplay of sociocontextual and developmental factors in the clinical presentation.
Abstract: Straddling multiple cultures, the Asian-American adolescent is confronted with the complex task of integrating the mainstream culture, the ethnic culture of origin, and the culture of adolescence. Core developmental issues far these youth, such as identity formation and acculturation, are complicated by conflicting cultural values and status as a minority person of color. The negotiation of these developmental issues is often an antecedent to psychologica1 problems. The assessment of these clinical problems is facilitated by an integrative ecological approach that bridges standard and ethnocultural assessment strategies. In this article, a detailed discussion of this integrative assessment and intervention, representing a blend of the cultures, is presented. This intervention builds upon the concepts of cultural bridging, reframing, and brokering, while simultaneously considering the interplay of sociocontextual and developmental factors in the clinical presentation.
TL;DR: In this article, a longitudinal study of the development of methadone-exposed and comparison-group children is presented, where social-environmental risk factors, sex of child, and maternal communication are used to predict the children's developmental (outcome at age 2 years).
Abstract: Suggests that conclusions drawn concerning the development of drug-exposed children have been too extreme in either condemning the children as damaged or proclaiming them unaffected. Results from a longitudinal study of the development of methadone-exposed and comparison-group children are presented. Social-environmental risk factors, sex of child, and maternal communication are used to predict the children's developmental (outcome at age 2 years. No significant differences in outcomes between the groups were found. For the methadone group only, cumulative environmental risk factors predicted poorer developmental outcome. We note that the problematic neurobehavioral profile of some drug-exposed children can result from either biological insult associated with drug exposure or environmental risk factors including maternal communication. The importance of early intervention for drug-exposed and comparison children and their families is emphasized.
Journal Article•
Journal Article•
TL;DR: The authors compared the predictive accuracy of teacher-based behavioral categories and peer-based sociometric categories (i.e., teacher assessment of aggressiveness and hyperactivity) on a sample of 178 kindergarten boys.
Abstract: Compared the predictive accuracy of teacher-based behavioral categories (i.e., teacher assessment of aggressiveness and hyperactivity) and peer-based sociometric categories (i.e., peer acceptance and rejection) on a sample of 178 kindergarten boys. Accuracy of prediction was compared on outcomes such as behavior problems (assessed by teachers and peers), peer rejection, self-reported delinquency, self-perceptions, and academic performance in Grades 3 and/or 4. IQ scores and sociofamilial adversity served as control cariables. Behavioral categories differed on homotypic and several heterotypic outcomes. Overall, behavioral categories were better predictors of teacher-rated and self-rated outcomes than sociometric categories. Suggestions aimed at increasing the level of accuracy of predictive measures with young children are discussed.
TL;DR: The abilities of children with mental retardation and normal intelligence, matched for mental age, to remember and discriminate activities that were actually performed from those imagined were examined.
Abstract: Examined the abilities of children with mental retardation and normal intelligence, matched for mental age, to remember and discriminate activities that were actually performed from those imagined. Results indicated few differences between children with mental retardation and children with normal intelligence. Children with mental retardation gave fewer correct responses to specific questions but were equivalent to children with normal intelligence in responses to open-ended questions. Error rates for specific probes were higher than for open-ended questions for both groups. The performance of both groups deteriorated over a 6-week delay interval. Implications of the results for children's testimony are discussed.
TL;DR: This paper reviewed the development of integrated service approaches and delineated common elements of models and programs that have emerged across the nation, including professional practice, training, leadership, and research considerations.
Abstract: Examined the integrated services paradigm within children's services, which holds much promise as a means to create more comprehensive and coordinated systems of care for children and families living in poverty. I reviewed the development of integrated service approaches and delineated common elements of models and programs that have emerged across the nation, implications for the practice of professional child psychology are discussed, including professional practice, training, leadership, and research considerations.
TL;DR: In this article, the authors compared diagnoses from the third and revised edition of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1987) of oppositional defiant and conduct disorders to a developmentally based option.
Abstract: Using a community sample of five hundred and six 13-year-old boys, the study compared diagnoses from the third and revised edition of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1987) of oppositional defiant and conduct disorders to a developmentally based option. The alternative-diagnostic option consisted of three developmental levels: a modified oppositional defiant disorder, and intermediate and advanced levels of conduct disorder. Study goals included tests of the utility of symptoms in distinguishing among levels and external validation of the diagnostic levels. Tests of validity were provided using indices of school difficulty, criminal history, and stability of delinquency. Boys at either the intermediate or the advanced level of conduct disorder were most likely to have a history of police contacts, and boys at the advanced level of conduct disorder were most likely to exhibit stable delinquent behavior over the 3-year study period.
TL;DR: In this paper, the impact of primary-preventive and targeted preventive interventions on service need and use of more intensive and costly services, factors associated with early identification of mental health problems, and the effectiveness of early intervention and treatment services, are discussed.
Abstract: Critically analyzing the school-based services literature yields considerable information about service need and use, the predominant types of school-based mental health services, and the strengths and weaknesses of implementing Public Law 94-142. The next stage of school-based services research can contribute significantly to improving the service system by investigating (a) the impact of primary-preventive and targeted preventive interventions on service need and use of more intensive and costly services, (b) factors associated with early identification of mental health problems, (c) investigating the effectiveness of early intervention and treatment services, and (d) the effectiveness of special education system reforms that identify and serve special education children with mental health problems. Methodological strategies for building the next stage of school-based services research are discussed.
TL;DR: The authors examined age differences in the skills underlying three criteria for judging the credibility of children's testimony: spontaneity, consistency, and provision of details, and found that younger children remembered less information spontaneously and were less consistent and provided fewer details of their experiences than older children.
Abstract: Examined age differences in the skills underlying three criteria for judging the credibility of children's testimony: spontaneity, consistency, and provision of details. Three-, 5-, and 7-years-old children were interviewed about a routine physical examination immediately following the examination and at intervals of 3 or 6 weeks. Results indicated that younger children remembered less information spontaneously and were less consistent and provided fewer details of their experiences than older children. However, no age differences were found for accuracy of spontaneously remembered information. In contrast, accuracy of younger children in response to specific questions was less than that of older children, and only 7-year-olds responded correctly at levels significantly above chance. Children were more consistent in remembering the same information at different times were also more accurate in their responses.