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Expansion of the family to four generations has resulted in a new population of caregivers to elderly members: young adults. Our study provides both quantitative and qualitative findings on children and grandchildren (N ϭ 43), aged 40 years and younger, serving as the major source of support to an older relative(s). Intervention strategies for professionals in direct contact with this age group are outlined.

The role of children's aggression and three indices of social competence (peer-preferred behavior, teacher-preferred behavior, and school adjustment) in children's perceived relationships with their teachers was assessed. Participants were 1,432 third through fifth graders (688 males, 744 females) and their teachers. The results from hierarchical regression analyses showed statistically significant interaction effects. Poor school adjustment was associated with more negatively perceived child teacher relationships for boys than for girls. In addition, the perceived childteacher relationship among aggressive children was more favorable among those with high levels of school adjustment than among those who were poorly adjusted at school. Implications for school psychologists and teachers are discussed. © 2002 John Wiley & Sons, Inc.The child-teacher relationship is important because of the implications it has for children's school-related outcomes (Birch & Ladd, 1997;. Two important influences on the quality of the child-teacher relationship are children's aggression (Coie & Koeppl, 1990;Fry, 1983) and social competence (LaFreniere & Sroufe, 1985;Mitchell-Copeland, Denham, & DeMulder, 1997). Aggressive children and children with poor social competence are likely to have negative relationships with their teachers (Birch & Ladd, 1998;Fry, 1983;Walker, Irvin, Noell, & Singer, 1992), and are at risk for later engaging in delinquent behavior (Walker, Stiller, Severson, Feil, & Golly, 1998). The purpose of this paper is to expand on the literature by assessing the combined contribution of child aggression with each of three indices of social competence in children's perceptions of their relationships with their teachers. Review of Literature The Child-Teacher RelationshipNegative child-teacher relationships are associated with short-term and long-term negative outcomes for children. Birch and Ladd (1997) found that children with conflictual child-teacher relationships were less likely than others to display independent and self-directed behavior. They were also less inclined to like school, and more likely to avoid school. Long-term negative effects of poor child-teacher relationships were reported by Pianta and colleagues, who found that dysfunctional child-teacher relationships in kindergarten were related to low competence in the first grade (Pianta, 1994) and conflictual and overly dependent child-teacher relationships in second grade (Pianta, Steinberg, & Rollins, 1995).Positive child-teacher relationships, on the other hand, have an ameliorative effect on outcomes for children. Baker (1999) reported that third through fifth graders with supportive childteacher relationships were more satisfied with school than children who perceived less teacher support. Murray and Greenberg's (2001) study indicated that among fifth and sixth graders, one

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There is an emerging trend of young adults serving as primary caregivers to elderly relatives. However, existing studies have only addressed young adults' forecasted responses about how they might react if they were to assume the elder caregiver role. Research has yet to examine young adults in the actual caregiver role to older family members and the impact of this role on developmental tasks of early adulthood. In response, this study examines the impact of the elder caregiver role on accomplishing three major developmental tasks typical of young adulthood--differentiating from the family of origin, establishing intimate relationships, and career development. Fifty young adults providing daily care to elderly relatives were interviewed. The findings from both quantitative and qualitative data suggest that acquiring the caregiver role before age 40 has a definite impact on family life, intimate relationships, and career goals.