Bushfire impact on youth.

The authors examined the association between disaster-related traumatic experiences and posttraumatic stress disorder (PTSD) symptoms in 155 youth, aged 8-18 years, from the Lower Eyre Peninsula of South Australia who were affected by January 2005 bushfires. Youth completed measures of PTSD symptoms and disaster experiences 11-5 months postdisaster. Many youth (27%) reported moderate to severe levels of PTSD symptoms; younger children reported greater PTSD symptom severity than older youth. Perceived personal life threat and ongoing loss/disruption were related to greater PTSD symptomatology. Following disasters, it may be helpful to identify young children and youth who perceived that their life was threatened and experienced more ongoing life disruption, as these youth may be at higher risk for persistent PTSD symptoms.

Children's predisaster functioning as a predictor of posttraumatic stress following Hurricane Andrew.

This study examined (a) children's predisaster behavioral and academic functioning as a predictor of posttraumatic stress (PTS) following Hurricane Andrew and (b) whether children who were exposed to the disaster would display a worsening of prior functioning. Fifteen months before the disaster, 92 4th through 6th graders provided self-reports of anxiety; peers and teachers rated behavior problems (anxiety, inattention, and conduct) and academic skills. Measures were repeated 3 months postdisaster; children also reported PTS symptoms and hurricane-related experiences (i.e., exposure). PTS symptoms were again assessed 7 months postdisaster. At 3 months postdisaster, children's exposure to the disaster, as well as predisaster ratings of anxiety, inattention, and academic skills, predicted PTS symptoms. By 7 months, only exposure, African American ethnicity, and predisaster anxiety predicted PTS. Prior anxiety levels also worsened as a result of exposure to the disaster. The findings have implications for identifying and treating children at risk for stress reactions following a catastrophic disaster.

Prediction of posttraumatic stress symptoms in children after hurricane Andrew.

The authors used an integrative conceptual model to examine the emergence of posttraumatic stress disorder (PTSD) symptoms in 568 elementary school-age children 3 months after Hurricane Andrew. The model included 4 primary factors: Exposure to Traumatic Events, Child Characteristics, Access to Social Support, and Children's Coping. Overall, 62% of the variance in children's self-reported PTSD symptoms was accounted for by the 4 primary factors, and each factor improved overall prediction of symptoms when entered in the analyses in the order specified by the conceptual model. The findings suggest that the conceptual model may be helpful to organize research and intervention efforts in the wake of natural disasters.

Peer acceptance: the correspondence between children's sociometric scores and teachers' ratings of peer interactions.

In view of the current interest in children's peer relationships and social skills, and the need for valid assessment procedures for children's peer problems, the intent of the present study was to examine the correspondence between peer ratings of acceptance and teacher ratings of a child's social behavior and likability. The 92 children were males and females from the third, fourth, and fifth grades. Classroom teachers rated each of the children on withdrawal, aggressive, and likable behavior using the Pupil Evaluation Inventory. Peer ratings of the child's acceptance in play and work situations were obtained from same-sex classmates. The teacher rating of likability was the best predictor of peer acceptance scores for males; withdrawn behavior was the best predictor of peer acceptance scores for females. Ratings of withdrawn and aggressive behavior contributed to the prediction of peer acceptance scores for males; for females, only withdrawn behavior contributed to the prediction of peer acceptance. In terms of the clinical utility of teacher ratings for assessing children with peer problems, the use of the withdrawn and/or aggressive ratings scales appeared to offer promise as a means of identifying such children. Implications for the area of children's social skills and directions for future research were discussed.

Social anxiety among adolescents: linkages with peer relations and friendships.

This study examined the utility of modifying the Social Anxiety Scale for Children-Revised (SASC-R) for use with adolescents, and examined associations between adolescents' social anxiety (SA) and their peer relations, friendships, and social functioning. Boys (n = 101) and girls (n = 149) in the 10th through 12th grades completed the Social Anxiety Scale for Adolescents (SAS-A) and measures of social support, perceived competence, and number and quality of their best friendships. Factor analysis of the SAS-A confirmed a three-factor structure: Fear of Negative Evaluation, Social Avoidance and Distress in General, and Social Avoidance Specific to New Situations or Unfamiliar Peers. Girls reported more SA than boys, and SA was more strongly linked to girls' social functioning than boys'. Specifically, adolescents with higher levels of SA reported poorer social functioning (less support from classmates, less social acceptance), and girls with higher levels of SA reported fewer friendships, and less intimacy, companionship, and support in their close friendships. These findings extend work on the SASC-R to adolescents, and suggest the importance of SA for understanding the social functioning and close friendships of adolescents, especially girls.

Parent reports of child behavior problems: bias in participation.

This paper compares the characteristics of 274 children whose parents agreed to provide information about their children's functioning in research with children whose parents did not. Parents had provided permission for child participation in school-approved research. Measures included self-, peer, teacher, and parent ratings. Parents of minority children were less likely to participate than parents of nonminority children. Among nonminorities, children of parent participants were viewed as more socially skilled and liked by their peers; teachers rated them as having less attention problems, less depression, and better academic skills than children of nonparticipating parents. Among minorities, no differences emerged. Implications for research involving the use of parent ratings are discussed.

Correlates of child abuse potential.

Coercion theory provided the theoretical rationale for the present study. The hypothesis was that mothers' reports of child behavior problems and mothers' reports of external locus of control would be related to abuse potential. A total of 95 mother-child pairs were screened for child abuse potential during visits to a hospital-based pediatric clinic. Following brief interviews, mothers completed three measures: Milner's Child Abuse Potential Inventory, Levenson's Locus of Control Scales, and the Revised Behavior Problem Checklist. Perceptions of control by powerful others and by chance were related to abuse potential for mothers of both sexes. Mothers' reports of their sons' anxiety-withdrawal and conduct-disorder behavior problems were related to abuse potential. There was a significant association among lie scores, internality, and abuse potential for mothers of female children. Mothers with high abuse potential reported significantly more behavior problems in their children. The findings were discussed in relation to coercion theory.

Comprehension of nonverbal communication: a reexamination of the social competencies of learning-disabled children.

This study was designed to determine whether learning-disabled (LD) children differed from nondisabled (NLD) children in their ability to comprehend nonverbal communication when potential attentional differences between the groups were controlled. In addition, the relationship between nonverbal comprehension and social competence was assessed. Thirty LD and 30 NLD boys between 9 and 12 years of age were administered a short form of the Profile of Nonverbal Sensitivity (PONS) to assess nonverbal comprehension; social competence measures included teachers' ratings of aggressive and withdrawn behaviors using the Behavior Problem Checklist, and "blind" judges' ratings of performance on a role-play of friendship-making skills. Under attention-incentive conditions, no performance differences between LD and NLD children were found on the PONS; however, LD children were judged to be more withdrawn and less socially skilled. While PONS scores were not related to other social competence measures, they were associated with academic achievement and IQ. Results emphasize the importance of considering the presence of attentional problems in LD children that may interfere with an accurate assessment of their skills.

What do youth referred for anxiety problems worry about? Worry and its relation to anxiety and anxiety disorders in children and adolescents.

This study examined worry and the parameters of worry that may be associated with clinical anxiety in a sample of 119 children and adolescents referred to a childhood anxiety disorders specialty clinic. Using an interviewing procedure, results indicated that the types of worries reported by the children were similar to those reported in previous studies of nonreferred community children. Also similar to previous community studies were findings showing moderate but significant correlations between different indices of worry (i.e., number, intensity, and frequency of the worries) and children's scores on self-rating scales of anxiety. Results further indicated that worry contributed additional variance beyond that of anxiety in predicting fear. In addition, intensity differentiated clinic children's worries from nonreferred children's. Intensity and number of worries differentiated subsamples of children within the clinic-referred sample (i.e., children with overanxious disorder or generalized anxiety disorder and children with simple phobia). The importance of examining children's worries to further understand anxiety and its disorders in youth is discussed.

Social anxiety in children with anxiety disorders: relation with social and emotional functioning.

Investigated the psychometric properties of the Social Anxiety Scale for children-Revised (SASC-R) as well as relations between social anxiety and children's social and emotional functioning. Participants were a clinic sample of children, ages 6-11 with anxiety disorders (N = 154) who completed the SASC-R. For a subset of these children, parent ratings of social skills, and self-ratings of perceived competence and peer interactions were also obtained. Factor analysis of the SASC-R supported the original three-factor solution and internal consistencies were in the acceptable range. Among children with simple phobia, scores on the SASC-R differentiated those with and without a comorbid social-based anxiety disorder. Social anxiety was also associated with impairments in social and emotional functioning. Specifically, highly socially anxious children reported low levels of social acceptance and global self-esteem and more negative peer interactions. Girls with high levels of social anxiety were also rated by parents as having poor social skills, particularly in the areas of assertive and responsible social behavior.

It's "all in the family": responsibility for diabetes care.

Despite its importance, diabetes management it is an area of great difficulty for children and adolescents. As children reach the teenage years, satisfactory levels of treatment adherence and glycemic control become increasingly difficult to obtain. In order to promote better diabetes care, the present paper emphasizes the need for families to remain actively involved in their youngster's diabetes care, regardless of the child's age. Recent studies of children and adolescents with diabetes are described that support the view that, even as responsibility for diabetes care shifts from a parent-managed to an adolescent-managed system, family members should remain actively involved in day to day management. Based on current research efforts, the specific ways that family members can remain active and involved are discussed.

Early life stress and disease among offspring and siblings of individuals with type 1 diabetes mellitus.

Major life events, recent life stressors, and childhood diseases were examined among children and adolescents who were offspring, siblings, or other relatives of persons with type 1 diabetes mellitus (DM). All youth were recruited as part of a multi-site nationwide trial on the prevention of type 1 DM; parents of 347 children (4 to 18 yr) completed measures that asked about children's life events, recent stressors, and childhood illnesses. Analyses compared age groups (young child, preadolescent, adolescent) and relative type (offspring, sibling, other relative). Findings revealed offspring and siblings did not differ from "other relatives" in terms of life events, recent life stress, and disease/illness variables. However, siblings were reported to have fewer major life events and fewer life stressors in the past 12 months than offspring; siblings also had fewer infectious diseases during the first two years of life compared to offspring. Few age-related differences were found. Overall, results suggest that offspring and siblings of persons with type 1 DM are not at a disadvantage in terms of early life stress or disease in comparison to youth who have other family members with diabetes. However, siblings may have some advantages relative to children who are offspring. The mechanisms underlying these relationships require further elucidation and study.

The social status of children with learning disabilities: a reexamination.

Although the low social status of children with learning disabilities (LD) has been well documented, little is known about the specific types of peer status problems that characterize these children. The present study utilized current sociometric procedures in order to clarify the nature of social status difficulties encountered by children with LD. Consistent with previous studies, results revealed that children with LD obtain significantly lower sociometric scores relative to their nondisabled peers. Moreover, children with LD were found to be disproportionately overrepresented in the rejected and neglected sociometric groups, and underrepresented in the popular and average groups. Over half of the total LD sample was classified into one of the low status categories, with approximately equal numbers in the rejected and neglected groups. Implications of these findings and suggestions for future research are discussed.

LD status and achievement: confounding variables in the study of children's social status, self-esteem, and behavioral functioning.

The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thirty-two students with learning disabilities (21 boys, 11 girls) were matched with same-sex, same-race classmates whose reading achievement was low (LA) or average (AA), and these groups were compared on peer ratings of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems. Students with learning disabilities were less accepted and less well-liked than children in the LA or AA groups and also perceived their self-worth and social acceptance to be lower than LA or AA students. Group by Sex interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished LD boys and LD girls from their NLD peers. The findings highlight the potential role of low achievement in peers' dislike of LD girls and suggest the importance of investigating well-defined subgroups of youth with LD in future research.

Adolescent smoking.

This article reviewed the major personal, interpersonal, environmental, attitudinal, and physiological variables that contribute to adolescent smoking. As stated at the outset, multiple factors interact in complex ways to determine the cause and development of smoking among adolescents. No single factor or influence is either sufficient or necessary in and of itself. Given the substantial continuity of smoking status across the period from adolescence to adulthood and the fact that most adults began their smoking careers as teenagers, antismoking campaigns and other preventive strategies for reducing adolescent smoking are critical areas for future health promotion efforts. Efforts to prevent adolescent smoking have shown appreciable success in reducing the rate of "uptake." A frequent intervention strategy has focused on protecting adolescents against peer influence through teaching them skills for refusing or counteracting such influence and posing counterinfluence by recruiting high-status peers as leaders of prevention programs. Although these interventions have shown success, their scope appears limited in light of this article's emphasis on the multiple influences on adolescent smoking. For instance, further prevention research might address factors such as family influences and group and self-identity. It might also address the complex set of risk behaviors of which smoking may often be a member.

Reflections and perspectives on pediatric psychology: editor's vale dictum.

Reviews major activities of the Editor and changes in the Journal of Pediatric Psychology (JPP) for issues published in 1993 through 1997. Significant trends and accomplishments are reviewed, including the increased use of Special Issues and Special Sections to highlight current pediatric psychological research. Articles published during the term are analyzed in terms of article type and population type. Comparisons are made to earlier trends in JPP publications, as reported by Roberts (1992).