This study examines family context and sexual debut among young people in China. Using data from the 2018 Panel Study of Chinese University Students (PSCUS), it explores how the family is correlated with sexual debut among young people in China aged 18–24 years. The Kaplan–Meier method was adopted to detect a survival function for different family factors and related demographic variables. Cox proportional hazard regression analysis was adopted to calculate hazard ratios for the timing of sexual debut. The average age of sexual debut among the college students was 18.39 years. The Kaplan–Meier analysis showed that sexual intercourse initiation was earlier for female students who had no siblings, and those who had a mother with senior high school (including technical school) education or higher family income, but this correlation was insignificant among male students. The multivariate hazard regression analysis revealed that living in a family with a higher level of fathers’ education, having a lower level of family income and having siblings had positive correlations with later sexual debut among the college students. Moreover, family factors showed gender differences in their associations with the timing of sexual debut, typically parent’s education level, family income and left-behind experience. This study provides a comprehensive perspective on the role of family influences in timing of sexual debut among youth in China.

Given the differences in continuing musical after primary school, this study works with the idea that the development of music-making habits requires flow, which, in turn, depends on family musical practice. Flow is the state of mind of immersion in an intrinsically rewarding activity, which represents an optimal challenge fostering persistence and skill growth. Based on 164 students (82 girls) from six schools in Catalonia, we compared flow in primary school musical practice between students with high and low levels of family musical practice, concluding that family context should be considered in adapting musical activities to students’ previous experiences.

Asperger's syndrome (AS) as a diagnostic category has gained enormous popularity and the label is being applied with increasing liberality. While greater awareness of the disorder may be of advantage to certain children and their families, we argue that the over-inclusive use of the diagnosis may also lead to professional conflicts and ethical dilemmas. Perhaps most concerning of these is that diagnostic ‘generosity’ may exclude children from treatments they would have received if an alternative formulation had been considered. We present clinical scenarios, with special consideration of contextual and intergenerational influences on the children's early lives, and offer alternative conceptualisations. We argue that the new ‘epidemic’ of Asperger's should not be allowed to compromise our professional standards. Assessment should always include a detailed family and developmental history. Finally, we would be interested in feedback from clinicians working in this field.

The personality profiles for youths with Prader-Willi, fragile-X, or Williams syndrome were compared to three matched groups attending regular schools. Using the California Child Q-Set (CCQ), both of the parents of the 39 children with Prader-Willi syndrome, 32 boys with fragile-X syndrome, 28 children with Williams syndrome, and children in the comparison groups provided independent personality descriptions in terms of the Big Five personality factors of Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness, along with Motor Activity and Irritability. Specific personality phenotypes for each of the three syndrome groups were found to be differentially related to parental behaviours (i.e. control and anger) and family contexts (i.e. experienced family stress, marital conflict, and parental consistency).