Children with autism spectrum disorders (ASDs), attention deficit hyperactivity disorder (ADHD) and disinhibited and reactive attachment disorders (RAD/DAD) often experience socioemotional problems. Elucidating a clear picture of these profiles is essential. Strengths and Difficulties Questionnaires (SDQs) were analysed from cohort of children with ASD (n = 1430), ADHD (n = 1193), and RAD/DAD (n = 39). Kruskal–Wallis Tests and network analytic techniques were used to investigate symptom profiles. Children with ASD experienced more emotional problems, peer problems and fewer prosocial behaviours. Children with ADHD and RAD/DAD had higher levels of hyperactivity and conduct problems. Overall, ASD and ADHD networks were highly correlated (rs = 0.82), and we did not observe a statistically significant difference in terms of global Strength.

There is an urgent need for more effective treatments for mood and anxiety disorders. As our understanding of the cognitive and affective neuroscience underlying psychiatric disorders expands, so do opportunities to develop novel interventions that capitalize on the capacity for brain plasticity. Cognitive training is one such strategy. This paper provides the background and rationale for developing cognitive-emotional training exercises as an intervention strategy, and proposes guidelines for the development and evaluation of cognitive training interventions with a specific focus on major depressive disorder as an example.

This study investigated the social, emotional and mental wellbeing predictors of bullying victimisation and perpetration for boarding students following the transition from primary school to secondary boarding school. Longitudinal data on 76 male and 74 female boarding students in Grades 7, 8 and 9 was used from a larger longitudinal study of 3,462 students. A spike in frequency of bullying perpetration occurred immediately after the transition to secondary school and boarding school, with an increase in bullying perpetration continuing to occur throughout the following 2 years. Those boarding students reporting higher levels of depression, anxiety, and stress symptoms were significantly more at risk of frequent bullying victimisation at the beginning of Grade 8, while boarding students experiencing conduct problems and emotional difficulties were more likely to engage in frequent bullying perpetration. Peer support and feeling safe were found to be factors most likely to decrease frequent bullying victimisation. The sustained nature of bullying behaviour highlights the importance of addressing attitudes towards bullying both prior to and immediately after the commencement of boarding school. It is recommended that boarding schools adopt a targeted and systematic whole school approach to bullying prevention, while promoting positive interactions and relationships with peers.

Emotional (pleasant or unpleasant) and neutral scenes were presented foveally (at fixation) or peripherally (5.2° away from fixation) as primes for 150 ms. The prime was followed by a mask and a centrally presented probe scene for recognition. The probe was either identical in specific content (i.e., same people and objects) to the prime, or it was related to the prime in general content and affective valence. The probe was always different from the prime in color, size, and spatial orientation. Results showed an interaction between prime location and emotional valence for the recognition hit rate, but also for the false alarm rate and correct rejection times. There were no differences as a function of emotional valence in the foveal display condition. In contrast, in the peripheral display condition both hit and false alarm rates were higher and correct rejection times were longer for emotional than for neutral scenes. It is concluded that emotional gist, or a coarse affective impression, is extracted from emotional scenes in peripheral vision, which then leads to confuse them with others of related affective valence. The underlying neurophysiological mechanisms are discussed. An alternative explanation based on the physical characteristics of the scene images was ruled out.

High Risk Children (HRC) are those with an increased risk of abnormal development due to any factor affecting neurological growth. Those factors have been the focus of most studies in this area. However, little is known about their long-term consequences over the course of child development. Objectives: the goal was to study the cognitive, emotional and academic outcomes of 7-year-old children diagnosed as HRC at birth. Method: We compared 14 HRC and 20 healthy children using the WISC-IV, BASC and Brunet-Lezine tests. Results: HRC showed cognitive, emotional and academic deficits compared with healthy children. However, Brunet-Lezine scores obtained over the course of development (6, 12, 18 and 24 months) were not predictive of the children's' current psychological status. Conclusions: long-term follow-up with HRC should be maintained until 7 years of age, at which point an appropriate treatment should be implemented.

Intimate relationship satisfaction was evaluated by 258 (male and female) dating, engaged, and married Chinese individuals on four dimensions (emotional, intellectual, spiritual, and physical), which were examined in relation to several personal and social characteristics (emotional intelligence, extraversion, neuroticism, agreeableness, self-esteem, partner's physical attractiveness, traditional Chinese values, gender attributes, interpersonal trust, locus of control, and family emotional support) as hypothesised predictors of relationship intimacy. In turn, the four relationship dimensions were tested as predictors for satisfaction of the belongingness need. Correlations confirmed the hypothesised relationships that the personal and social variables had with the four intimate relationship dimensions, while regressions revealed different patterns of predictors across gender for each of the relationship dimensions. Also, plots of the different mean scores on the four relationship dimensions for dating, engaged, and married individuals revealed very similar patterns, with engaged persons consistently showing the highest scores on all four dimensions. In addition, overall satisfaction with one's intimate relationship proved to be a predictor of satisfaction of the belongingness need for both genders. The discussion centres on the variables that predicted the intimate relationship dimensions and on gender differences in those variables and in variables that predicted satisfaction of the belongingness need.

A multidimensional peer nomination inventory (MPNI; 30 items) and parallel versions – MPNI-Teacher and MPNI-Parental Rating Forms (37 items each) – were developed during a major new Finnish study of families with twins. The twins (477 girls and 467 boys) were 12 years old, representing subsets of three nationwide Finnish twin cohorts (b. 1983–1985). They were enrolled in 503 school classes, and the total number of children participating in peer nominations was 12 937. Three main factors were extracted from peer nominations and teacher and parental assessments. Intercorrelating sub-components were found, especially in parental assessments. Scales were formed, accordingly, for Behavioral Problems (including Hyperactivity-Impulsivity, Aggression, and Inattention), Emotional Problems (including Depression and Social Anxiety), and Adjustment (including Constructiveness, Compliance, and Social Activity). A framework for the development of the multidimensional inventory was a model of emotional and behavioural regulation. Peer nominations were most reliable, while parental assessments, although mostly satisfactory, were least reliable. Results provided evidence of concurrent validity of peer-referenced assessment, using teacher assessments as criteria; correlations between assessments of peers and parents were lower. The inventory has discriminative validity. Intra-pair correlations of monozygotic co-twins were higher than correlations of same-sex (SS) and opposite-sex (OS) dizygotic (DZ) co-twins for all scales across all three assessors, and peer nominations of both SS and OSDZ co-twins yielded correlations significantly greater than zero for all scales. All scales, except Depression and Social Anxiety, differentiated boys from girls.

Background: This study aims to develop and validate a Chinese translation of the 6-item De Jong Gierveld Loneliness Scale – a widely used instrument to measure loneliness – specifically determining its psychometric properties in community-dwelling Chinese elders in Hong Kong. The relationships between loneliness and several clinical variables are also assessed.

Method: The English version was translated into Chinese. Content validity was established by group discussion and Delphi panel. The questionnaire was administered to 103 Hong Kong Chinese community-dwelling elders. Statistical analysis was performed to test the reliability and validity of the scale.

Results: The content validity was high as shown by the results of the Delphi panel. Cronbach's α of the 6-item scale was 0.76. For the inter-rater reliability of the six items, the intra-class correlation coefficients ranged from 0.98 to 1.00. The emotional loneliness subscale significantly correlated with the social loneliness subscale (ρ = 0.37; p < 0.001). In using a direct question to measure loneliness, 21 participants (20%) reported that they were lonely. The overall loneliness scale score significantly correlated with the answers on the direct question of loneliness (rpb = 0.71; p < 0.001). The overall loneliness score showed significant correlation with Cornell Scale for Depression in Dementia (ρ = 0.29; p = 0.003), current smoking status (rpb = 0.24; p = 0.014), and some objective social characteristics.

Conclusion: The Chinese version of the 6-item De Jong Gierveld Loneliness Scale is a reliable and valid measure of loneliness in Chinese elders.