What makes young people act in antisocial ways? This question is discussed from several different angles in our current issue. Delinquency is not, of course, a new phenomenon: for those interested in reading a chilling account of life in London in the early years of the last century, Cyril Burt's The young delinquent, published in 1925, is worth tracking down. Definitive answers seem as far away as ever, but the idea that delinquency might be influenced to a significant extent by genetic mechanisms is still a controversial one. Taylor et al. conducted a twin study, and found the variance in delinquent behaviour among adolescent boys and girls was associated largely with experiences that were unique to individuals. Family influences accounted for half of the remaining variance in risk less than 20% could be attributed to additive genetic factors. Their findings imply, they suggest, scope for prevention and/or intervention. On a similar topic, Hawker and Boulton ask, why is it that some children are bullied? What effect does bullying have on children's emotional adjustment? They review the history of research on this topic, going back over two decades to the pioneering studies of Dan Olweus. Using meta-analytic techniques, they conclude victims become emotionally distressed and, in particular, depressed. Clinicians should realise that children who present with emotional problems may be the victims of bullying; interventions that target either bullying or emotional distress may reduce the severity of both problems.

Recent advances are reviewed in understanding the heightened prevalence of psychopathology and maladaptive behavior among children with intellectual disability. Researchers have traditionally emphasized measurement and prevalence issues, using either psychiatric assessments or rating scales to identify the prevalence of various problems in children with intellectual disability. Yet the time is ripe to shift directions, and identify more precisely why children are at increased risk for psychopathology to begin with. Although several “bio- psycho-social” hypotheses are reviewed, a particularly promising line of work links psychopathology to genetic intellectual disability syndromes. Psychiatric vulnerabilities in several syndromes are reviewed, as are the advantages of phenotypic work for understanding psychopathology among children with intellectual disability more generally.

This paper reviews the treatment of obsessive-compulsive disorder (OCD) in children and adolescents. Focusing on clinical features of the disorder and its treatment particular to pediatric onset, diagnosis, assessment, and behavioral, pharmacological, as well as new investigative treatments are covered. Adaptation of cognitive-behavioral therapy for children and adolescents, use of augmenting agents in drug treatment, and subtyping of OCD cases are developments relevant for current practice.

The twin study literature contains inconsistencies regarding both the estimates of genetic, shared, and nonshared environmental influence on delinquency and sex differences in the etiological influences on delinquency. Additionally, little is known about assortative mating and cultural transmission effects on delinquency. The present study was aimed at examining the etiology of delinquency in adolescence and examining assortative mating and transmission effects. To this end, we applied the social homogamy structural equation model to self-reported delinquency data from 486 families with 17-year-old male and female twins. We expected stronger shared environmental influences on delinquency among girls than boys and stronger environmental than genetic effects on adolescent delinquency in general. The results indicated nonsignificant sex differences in the estimates of genetic and environmental influences on delinquency. The best-fitting model suggested that 18%, 56%, and 26% of the variance in delinquency among both boys and girls is associated with additive genetic, nonshared environmental, and shared environmental factors, respectively. This finding was consistent with our expectation that environmental factors play an important role in adolescent delinquency. Parental cultural effects accounted for a small part of the transmission of delinquency within families while assortative mating was, in part, accounted for by cultural and social background factors. Future work should focus on identifying important environmental factors related to delinquency.

Cross-sectional quantitative designs are often used to investigate whether peer victimization is positively related to psychosocial maladjustment. This paper presents a meta-analytic review of cross-sectional studies, published between 1978 and 1997, of the association of peer victimization with psychosocial maladjustment. Mean effect sizes were calculated for the association between peer victimization and each form of maladjustment (depression, loneliness, generalized and social anxiety, and global and social self-worth) assessed. The results suggested that victimization is most strongly related to depression, and least strongly related to anxiety. There was no evidence that victimization is more strongly related to social than to psychological forms of maladjustment. Effect sizes were stronger when the same informants were used to assess both victimization and maladjustment than when different informants were used. There were some design limitations to the studies reviewed, but all together their results provide a strong background for more complex research into the course and treatment of victims' distress.

We explored the utility of the Expressed Emotion (EE) construct with a community sample of young children (N = 91), studying the stability of EE scores over a 2-year period and the extent to which EE was associated with simultaneous and subsequent disruptive behavior. As part of a longitudinal study, families were assessed when the child was in preschool, 1st grade, and 3rd grade. Maternal EE was measured at preschool and 1st grade using the Five Minute Speech Sample and behavior ratings were obtained using the Child Behavior Checklist. At 3rd grade, the Diagnostic Interview Schedule for Children was used to determine DSM-IV diagnoses. The stability of the EE rating over the 2-year period from preschool to 1st grade was statistically significant although modest. At 1st grade, EE ratings were significantly related to the extent of externalizing behavior problems. Regression analyses that controlled for maternal stress levels determined that preschool EE ratings predicted classification of ADHD over 4 years later, at 3rd grade. The relationships between EE and child problem behavior were almost exclusively determined by the EE criticism dimension; the emotional overinvolvement dimension was not related to child behavior. The implications of these findings are discussed.

In this study, the relationship between short-term emotion expressions and dimensional ratings of internalizing and externalizing symptomatology was examined. Short-term emotions, defined as facial or vocal displays of emotion generally lasting less than 10 seconds and elicited by a specific and proximal event, were observed during recess in 71 children from diverse socioeconomic backgrounds, who were between 4 and 8 years old. Internalizing and externalizing symptomatology was assessed through parent and teacher questionnaire. Sociometric ratings were obtained from peers on children's anger and aggression. It was hypothesized following Tomkins (1979) and others that one affect becomes predominant in the emotional experience of the individual. Different operationalizations of this concept were examined. Using regression analyses, externalizing symptomatology was found to be predicted by higher levels of anger, lower levels of happiness, and lower levels of sadness. Internalizing symptomatology was found to be predicted by higher levels of sadness and lower levels of anger. It was concluded on the basis of these data that the relationship between short-term emotion and internalizing and externalizing psychopathology is best understood as the balance between different short-term emotions. Results are discussed in the context of theories of emotion and their functions.

Children with language impairment (LI) have been shown to be at risk for reading disability (RD) and behavior disorder (BD). Previous research has not determined the specific pattern of these conditions associated with LI. This study sought to determine if the behavior disorder and reading problems represented different outcomes or if these conditions occurred together when found with LI. A group of 581 second-grade children, including 164 children with LI, were examined for spoken language, reading, and behavior disorder. The data for each of these areas were examined as dimensional traits and as clinical categorical traits.

Reading and spoken language were found to be strongly correlated (r = .68); RD was found in 52% of the children with LI and in only 9% of the controls. Scores of parent ratings for BD were also significantly correlated with spoken language scores (r = .29). Clinical levels of BD were found in 29% of the children with LI and 19% of the controls. An examination of the co-occurrence of clinical levels of BD, RD, and LI showed BD in children with LI to be conditioned by the child's reading status. The data indicated that whereas RD was directly associated with BD, the association of LI with BD required the mediation of RD.

Although tests of young children's understanding of mind have had a remarkable impact upon developmental and clinical psychological research over the past 20 years, very little is known about their reliability. Indeed, the only existing study of test–retest reliability suggests unacceptably poor results for first-order false-belief tasks (Mayes, Klin, Tercyak, Cicchetti, & Cohen, 1996), although this may in part reflect the nonstandard (video-based) procedures adopted by these authors. The present study had four major aims. The first was to re-examine the reliability of false-belief tasks, using more standard (puppet and storybook) procedures. The second was to assess whether the test–retest reliability of false-belief task performance is equivalent for children of contrasting ability levels. The third aim was to explore whether adopting an aggregate approach improves the reliability with which children's early mental-state awareness can be measured. The fourth aim was to examine for the first time the test–retest reliability of children's performances on more advanced theory- of-mind tasks. Our results suggest that most standard and advanced false-belief tasks do in fact show good test–retest reliability and internal consistency, with very strong test–retest correlations between aggregate scores for children of all levels of ability.

Factors influencing the rate, form, and severity of phenotypic expression among relatives of autistic probands are examined. Family history data on 3095 first- and second-degree relatives and cousins from 149 families with a child with autism and 36 families with a child with Down syndrome are studied. The results provide further evidence of an increased risk among autism relatives for the broadly defined autism phenotype. Of proband characteristics, severity of autism and obstetric optimality were confirmed as being related to familial loading for probands with speech. There was little variation in loading among probands lacking speech. The type of phenotypic profile reported in relatives appeared little influenced by characteristics of the relative or the proband, except for variation by degree of relative, parental status of relative, and perhaps proband's birth optimality score. Phenotypic rates among parents suggested reduced fitness for the severest and more communication-related forms of expression but not for the more mild and social forms of expression. Patterns of expression within the families did not support a simple X-linked nor an imprinted X-linked mode of inheritance. The basis for sex differences in rates of expression is discussed.

Previous studies have shown that children and adolescents exposed to traumatic experience in a disaster can suffer from high levels of post-traumatic stress. The present paper is the first a series reporting on the long-term follow-up of a group of young adults who as teenagers had survived a shipping disaster—the sinking of the “Jupiter” in Greek waters—between 5 and 8 years previously. The general methodology of the follow-up study as a whole is described, and the incidence and long-term course of Post-Traumatic Stress Disorder (PTSD). It is the first study of its kind on a relatively large, representative sample of survivors, using a standardised diagnostic interview, and comparing survivors with a community control group. Survivors of the Jupiter disaster (N = 217), and 87 young people as controls, were interviewed using the Clinician Administered PTSD Scale (CAPS). Of the 217 survivors, 111 (51.7%) had developed PTSD at some time during the follow-up period, compared with an incidence in the control group of 3.4% (N = 87). In the large majority of cases of PTSD in the survivors for whom time of onset was recorded, 90% (N = 110), onset was not delayed, being within 6 months of the disaster. About a third of those survivors who developed PTSD (30%, N = 111) recovered within a year of onset, through another third (34%, N = 111) were still suffering from the disorder at the time of follow-up, between 5 and 8 years after the disaster. Issues relating to the generalisability of these findings are discussed.

Children and adolescents exposed to trauma can suffer major adverse psychological effects including not only post-traumatic stress but also other psychological disorders. This study investigates the long-term course of general psychopathology following trauma in adolescence using a standardised diagnostic interview and comparisons with a matched control group. Young people (N = 216) who as teenagers had survived a shipping disaster—the sinking of the “Jupiter” in Greek waters—between 5 and 8 years previously and 87 young people as matched controls were interviewed. The survivors showed raised rates of diagnosis in a range of anxiety and affective disorders during the follow-up period. The highest rates were among the survivors who had developed Post-Traumatic Stress Disorder (PTSD), and those survivors who had not were generally similar to the controls. Onset of anxiety and affective disorders varied between being indefinitely close to the disaster to years later. Differences in rates of disorder between the survivor and control groups had lessened by the time of follow-up but were still apparent, due to continuing distress among the survivors still suffering from PTSD, and to a lesser extent among those who had recovered from PTSD. Generalisability of the findings are discussed.

The goal of this study was to examine whether looking away behaviour of ADHD children interferes with their test performance. ADHD and normal children carried out two continuous performance tests (CPTs): one with a regular interstimulus interval (ISI), and the other with an irregular ISI. Children were instructed to push a response button when a target stimulus was presented on the monitor. The children's visual behaviour was recorded and scored offline. A micro-analysis of the visual behaviour indicated that ADHD children timed their looking away behaviour in the regular CPT: i.e. they looked away from the monitor and back in the interval between two succeeding stimuli. As a result they did not miss stimuli. Timing of looking away was less possible in the CPT with the irregular ISI. In this condition, looking away interfered with the ADHD children's task accuracy. In sum, looking away behaviour had a negative effect on the accuracy of test performance of ADHD children when stimuli were unpredictable. Looking away behaviour was not associated with the slower reaction times of the ADHD children. Hence, the often reported slowness of ADHD children is not to be explained by their visual behaviour.