2010This study examined parent-adolescent conflict and the attributions for conflict. Adolescent participants (29 ADHD; 22 Comparison) aged 13-17 and their mothers and fathers completed questionnaires. Adolescents with ADHD have conflicts over more issues with their parents according to self and parent report. Adolescents who believed that the conflict occurred in many contexts and that their parents were responsible for that conflict reported that they had conflict over more issues. Attributions were not predictive of conflict according to mother report. ADHD status moderated attributions in predicting father reported conflict. Among fathers who believed that conflicts were their son or daughter's responsibility, fathers of youth with ADHD were less likely to report more issues involving conflicts than fathers of youth without ADHD. Conversely, among fathers who believed conflict was pervasive across contexts and time, having a son or daughter with ADHD was associated with more issues involving conflict.iii

This study investigated the perceptions of children with Attention-Deficit/Hyperactivity Disorder (ADHD) of their ADHD symptoms in terms of the positive illusory bias (PIB), their attributions for their problem behaviors, and their beliefs about whether their problem behaviors and disorder are stigmatizing. Participants were 152 9-to 14-year-old children (86 ADHD). Children with ADHD demonstrated a PIB for their ADHD symptoms; the discrepancy between their self-reports and parent reports was greater than for children without ADHD. They also viewed their self-identified most problematic behavior as more uncontrollable and stigmatizing (i.e., bothersome to others, leading to differential treatment, and embarrassing) than comparison children. Their perception that their problem behaviors and their disorder were stigmatizing was negatively associated with behavioral self-concept and self-esteem. These results suggest that school psychologists should interpret the self-reports of problem behaviors of children with ADHD with caution while being aware of the vulnerability of these children to feelings of stigma. RésuméCette étude a examiné les perceptions que les enfants avec TDAH ont de leurs symptômes en termes de biais illusoire positif (BIP), de leurs attributions pour leurs

Purpose To summarize the literature on and clarify the magnitude of the association between conduct disorder/oppositional defiant disorder (CD/ODD) and attachment and to search for moderators of this relationship. Methods A meta-analysis was conducted in order to elucidate the potential relationship between attachment style and CD/ODD symptoms and to establish the size of the effect. An extensive literature search was conducted through multiple databases for published and unpublished works. Results The main finding from this study indicated that there is a moderate relationship between CD/ODD symptoms and attachment insecurity. The standardized mean difference in attachment insecurity between individuals with and without CD/ODD was large. There was a strong relationship between CD/ODD symptoms and disorganized J Dev Life Course Criminology (2016) 2:232-255

Practitioners of Conjoint Behavioral Consultation rely on several sources of information to assist in planning and evaluation of consultation efforts. Parental involvement in the home is an important aspect in Conjoint Behavioral Consultation, yet there are few questionnaires available to practitioners to assess this important construct, particularly those that target children’s self-report. This study examined the factor structure and reliability of a new questionnaire to measure children’s perceptions of their parental involvement in learning. The Parental Support for Learning Scale: Child Form (PSLS) was administered to a sample of 231 children (aged 10–13 years). Exploratory factor analysis supported a four-factor structure representing parental involvement behaviors and emotional tone: (a) Parental Management of the Learning Environment, (b) Parental Participation With Homework, (c) Controlling Parental Involvement, and (d) Supportive Parental Involvement. Analysis showed satisfactory reliability coefficients. The four factors are discussed in relation to the relevant literature and Conjoint Behavioral Consultation, and future directions for further validation of the PSLS are discussed.

This study examined the relation of family factors, vocabulary, and reading skills to theory of mind development and fables comprehension in children who spoke English as a first language (L1) and children who spoke English as a second language (L2). These factors were examined in 170 preschool children who spoke Arabic, Chinese, Gujarati, Hindi, Punjabi, Tamil, Vietnamese, Urdu, English, or a European language as a first language. All children were being schooled in English. General vocabulary more than any other factor predicted how well L1 and L2 learners performed on theory of mind and fables comprehension tasks. Children's reading skills contributed to fables understanding for L1 but not for L2 children.For all children, sibling status influenced vocabulary skills. Parental education was related to children's vocabulary and reading skills in the L1 group only. The results of this study provide support for the importance of considering the differential needs of first and second language learners.