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The aims of the present study were (a) to examine whether Dutch and Indian early adolescents differ concerning sibling and parent-child relationship quality and externalizing and internalizing problems, and (b) to compare the associations between sibling and parent-child relationship quality and externalizing and internalizing problems for Indian and Dutch early adolescents. Our sample consisted of 274 Dutch (mean age = 10.9 years) and 236 Indian early adolescents (mean age = 10.8 years). Questionnaires were administered in the final grades of 15 Dutch primary schools and six Indian English-language middle schools. Indian early adolescents reported more sibling warmth and parental negative interaction than Dutch early adolescents. However, associations between sibling and parent-child relationship quality and externalizing and internalizing problems were similar. Our study indicates that cross-cultural differences may exist in quality of sibling and parent-child relationships, but not in their impact on externalizing and internalizing problems. More cross-cultural research concerning family relationship quality and its impact on early adolescent psychosocial development is needed to confirm our findings.

This follow-up study of 80 Romanian children showed that 16 (20%) of the children exhibited posttraumatic stress disorder (PTSD). The same children got scores in the clinical range on the Child Behavior Checklist (CBCL). These PTSD children could be differentiated from the remaining children by psychosocial but not by physical health variables. Children showing characteristics of PTSD stood out from the other subjects because of their scores on the Externalization dimension and excessive attention-seeking on the CBCL. The findings indicated that these Romanian adoptees exhibited survivor behavior. A substantial number of these adopted children require aftercare by adoption specialists from the time they arrive in Dutch families. It seems plausible that the high incidence of PTSD characteristics was related to extreme physical and social neglect occurring in the orphanages.

Summary: Current existing or proposed standards and guidelines in the field of psychological assessment are confined to psychological tests and psychological testing. But tests constitute only one category of psychological assessment procedures, and testing is only one of many available strategies or classes of actions in the course of the assessment process. Tests and testing are closely linked to a certain approach to psychological assessment, i. e., the psychometric one. This is one reason why it is relatively easy to formulate and establish standards or guidelines in the case of psychological tests and testing. The much more comprehensive assessment process is an indispensable part of any approach to psychological assessment, even of those that do not use psychometric tests. This makes the formulation of guidelines for the assessment process an ambitious and very difficult enterprise. But it can be done, at least at the level of recommendations that could help the assessor to cope with the complexities and demands of assessment processes in various contexts of psychological assessment. The European Association of Psychological Assessment (EAPA) decided to sponsor the development of Guidelines for the Assessment Process (GAP), setting up a Task Force for this specific purpose. The GAP introduced in this paper are intended as a first proposal to initiate a broad discussion about how to improve the practice of psychological assessment and the education and training of psychological assessors.

Latent class analysis (LCA) has been successfully applied to tasks measuring higher cognitive functioning, suggesting the existence of distinct strategies used in such tasks. With LCA it became possible to classify post hoc. This important step forward in modeling and analyzing cognitive strategies is relevant to the overlapping waves model for strategy development [Siegler, R. S. (1996). Emerging minds: The process of change in children's thinking. New York: Oxford University Press.]. However, so far, developmental trends were not part of the statistical model. Moreover, the theoretical importance of the fact that a few distinct classes were found was weakened because not all these classes represented pure strategies. To address these two issues, we model the development in class membership by incorporating age and working memory as covariates in the LCA model. Previous findings that the classes are well demarcated are replicated. A developmental sequence is supported by a strong effect of age on class membership and a moderate effect of working memory. Classification itself is hardly affected by the covariates: the problem of difficult to characterize classes remains. Nevertheless, classes describe large proportions of children's responses, classes are robust and fit a developmental trend, and some classes represent mixed rule use. In the discussion, the theoretical status of the overlapping waves model is clarified.