Teacher completed Behavior Problem Checklists on 730 behaviorally disordered pupils were subjected to first- and second-order factor analyses. Four narrow band factors and two broad band factors were identified suggesting two general patterns of psychopathology among children. (Author/DB)

Parents of aggressive children often act in ways which contribute to and maintain their children's aggression. Common characteristics of parents of aggressive children include: unfulfilled dependency needs, low self-esteem, bonding failure, disturbed identity formation, cognitive immaturity, denied affects, chaotic lifestyle, and social isolation.…

A common request to Centers such as ours is for information about the prevalence and incidence of youngsters' problems. The intent of this report is to provide a synthesis of the best data and to clarify the limitations of what has been gathered so far. As you will see, available data continue to be quite limited. The synthesis reported here…

Students (n=87) with conduct disorders revealed higher self-ratings and teacher ratings in depression and anxiety than students with learning disabilities (LD) or no disabilities. LD students (n=85) did not self-rate as more depressed and anxious than nondisabled children but received higher depression ratings from teachers. Gender, age, and…

Provides information on alcoholism and codependency to help teachers identify and respond to children of alcoholics (COAs). Discusses characteristics of alcoholic homes and problems encountered by children and adult COAs. Examines survival "masks" of COAs, including hero, rebel, adjustor, clown, and caretaker. Lists organizational,…

An interactional model explaining predisposition to hyperactivity asserts that being identified, diagnosed, and treated as hyperactive is a function of biological factors, early health and temperament, family characteristics, and the quality of the home environment. A longitudinal study involving 367 subjects, aged 17-18, tested the interactional…