No abstract

and Spain. The published literature is reviewed. Comparative data for norms are reported and studies of reliability and validity are reviewed. Studies indicate that the scale has good reliability and discriminates between depressed, clinical, and normal samples as well as between depressed and sad children. The subscales are not supported by the psychomebic evidence and some items do not show good item-total correlation. Sex, age, socioeconomic, and parent-child data are reviewed. The clinical and social implications of the scale are interpreted within a family systems orientation.

Teachers' reports of depression and behaviour problems were investigated in Australian prepubertal children aged 7-11 years. Teacher ratings of children in three groups were compared. The clinical depressed and clinical nondepruscd children w m outpatients at a Melbourne metropolitan hospital and the normal children w e n matched with the clinical children for age, sex, family s t~c t u r c , and socioecc~ nomic status. Measures included the Childmu Depression Scale -Adult Short Form and the Children's Behaviour Questionnaire far Completion by Teachers. The mults showed that teachen of children in the clinical depressed group (n = 20) reported higher levels of depression and more behaviour problems than teachers of children in the clinical noridepressed (n = 81) and normal (n = 52) groups. The findings support the capacity of teachers to identify depression in children, and suggest that depmsion and behaviour problems are associated in prepubertal children.Children spend a lot of their time in school. so it is natural to assume that teachers will be a good source of information about them. Evidence concerning the validity of teachers' assessment of children is controversial. Weintraub. Winters, and Neale (1986) note that:

An important dimension of long-term residential care is the ongoing relationship between nursing staff and residents' families. This article reports an innovative attempt to train staff in an Australian Federal Government accredited aged care facility in Melbourne, Australia. A series of four in-service workshops for staff were designed, conducted on two occasions for 26 participants, and evaluated for 18 participants. Results showed that after the workshops, participants felt more appreciated and less blamed by family members and more satisfied with their conversations with family members. Central critical factors in format and content of training included role playing, group dynamics, facilitators' acknowledgment and containment of staff vulnerabilities, and staff need for recognition, value, and appreciation and increased awareness of their own behavior.