A number of studies report that from the first years of life, preterm children have more difficulty self-regulating and communicating in their social group. If these children show signs of difficulty adjusting socially, the question then is whether or not these problems continue and persist over time. The objective is to observe the combined…

This work considers a still uninvestigated research issue-namely, whether parents' moral disengagement affected preschool children's externalizing behavior. Participants were 245 children (126 girls and 119 boys) aged 3-6 years. Parents' moral disengagement was assessed in terms of their externalization of blame and their indifference in reactions…

This study examined how maximizing and minimizing responses to positive events were associated with sustained positive feelings about the events and adjustment in a community sample of 56 young adolescents (31 boys and 25 girls, 10-14 years of age). On daily reports, adolescents reported their positive emotional reactions to their best event each…

We investigated mothering and mother-child interactions in adolescents with and without persistent attention-deficit/hyperactivity disorder (ADHD) in a sample of 190 adolescents with persistent DSM-IV ADHD, 147 without persistent ADHD, and 223 without ADHD. Both participants and their mothers received psychiatric interviews for diagnosis of ADHD…

Background: Much of the evidence suggesting that loneliness is a risk factor for socio-emotional adjustment difficulties comes from studies with older children and adolescents. Comparatively less is known about the mental health implications of loneliness in early childhood. The goals of the present study were to provide additional convergent…

We examined contextual factors that may affect the impact of physical discipline on later child behavior problems among high-risk Black and White families. We examined race, parental warmth, and early child problems as potential moderators of the discipline-behavior problem link. The sample included 442 White and Black children and their…

IN 1961, 164 SECOND GRADE TEACHERS WERE INTERVIEWED REGARDING CLASSROOM BEHAVIOR OF THEIR PUPILS. THE TEACHERS DESCRIBED PUPILS WHO MIGHT BE CONSIDERED EMOTIONALLY DISTURBED, DESCRIBED PROBLEMS PRESENTED BY THESE PUPILS, AND SUGGESTED THE CONTRIBUTING OR COMPLICATING CONDITIONS. TWO ADDITIONAL FOLLOWUP SURVEYS OBTAINED SIMILAR INFORMATION FROM…