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In this article, we describe the development and validation of a short (10 item) but comprehensive self-report measure of childhood narcissism. The Childhood Narcissism Scale (CNS) is a 1-dimensional measure of stable individual differences in childhood narcissism with strong internal consistency reliability (Studies 1-4). The CNS is virtually unrelated to conventional measures of self-esteem but is positively related to self-appraised superiority, social evaluative concern and self-esteem contingency, agentic interpersonal goals, and emotional extremity (Study 5). Furthermore, the CNS is negatively related to empathic concern and positively related to aggression following ego threat (Study 6). These results suggest that childhood narcissism has similar psychological and interpersonal correlates as adult narcissism. The CNS provides researchers a convenient tool for measuring narcissism in children and young adolescents with strong preliminary psychometric characteristics.

This experiment tested how self-views influence shame-induced aggression. One hundred and sixty-three young adolescents (M 5 12.2 years) completed measures of narcissism and self-esteem. They lost to an ostensible opponent on a competitive task. In the shame condition, they were told that their opponent was bad, and they saw their own name at the bottom of a ranking list. In the control condition, they were told nothing about their opponent and did not see a ranking list. Next, participants could blast their opponent with noise (aggression measure). As expected, narcissistic children were more aggressive than others, but only after they had been shamed. Low self-esteem did not lead to aggression. In fact, narcissism in combination with high self-esteem led to exceptionally high aggression.

The present study was set up with two aims in mind. First, to assess the psychometric characteristics of a peer-report measure of bullying in a Dutch sample, and second, to compare relative and absolute ways of assigning roles in the bullying process. The sample consisted of 242 children (51% boys; mean age approximately 10 years) at T1. Two years later, there were 247 children (49% boys).We made use of an adaptation of the original Participant Role Scales (PRS) Salmivalli, Lagerspetz, Bjo¨rkqvist et al., 1996;Salmivalli, Lappalainen and Lagerspetz, 1998) and of the Aggression and Victimization Scale [Perry, Kusel and Perry, 1988]. This scale, called the New PRS, consisted of 32 items in total. Five highly reliable scales were distinguished with the help of CFA, one for leader-like bullying behavior, one for follower-like bullying behavior, and scales for outsider, defender and victim. We computed the roles according to four criteria, that is, z-scores (a relative measure) and three different percentage scores (10%, 15% and 20%; each an absolute measure). Sociometric status was also assessed. The concordance between the various methods was moderate. Test-retest stability was also moderate. Test-retest coefficients for the scale scores were considerably higher. Links were found between the roles and sociometric status, irrespective of the method used for assigning roles. Victims were rejected, as were bullies, but defenders were popular. Gender differences indicated that boys were more often bullies or followers, and girls were more often outsiders or defenders. Absolute methods for assigning bullying roles produced fewer unclassifiable children and brought to light substantial differences between classes. Aggr. Behav. 32:343-357, 2006. r

HITHERTO, most studies of the child's psychological knowledge have focused on the domain of memory. Recent studies indicate that there are marked changes with age in the knowledge that children have about the situational, personal and strategic factors which are responsible for variation in memory performance (Brown, 1978;Flavell and Wellman, 1977;Kreutzer et al., 1975). The present study aimed to discover how far the same developmental themes would emerge in the domain of emotion, using the interview format developed by Kreutzer et al. (1975). Although early research on emotional development included self-reports by children (Jersild, 1943) of situations that made them fearful or worried and some anecdotal evidence regarding children's strategies for overcoming specific fears Qersild and Holmes, 1935), there has been little systematic investigation of the child's grasp of the psychological processes involved in emotion. The questions selected fell into three broad categories. First, how are emotions to be identified and can they be accurately identified? Second, to what extent can the expression of emotion or its duration be controlled by strategic intervention on the part of the subject? Third, what effects do emotions have on one's behaviour and mental processes? Schachter (1970; points out that the subject's identification of his own emotional state has remained a central issue throughout the history of research on emotion. We were interested in the extent to which children would cite bodily, situational or mental cues as the basis for identifying emotion, and also the extent to which citation of these three factors might alter with age. Skinner (1971) has argued that initially children will identify emotion in terms of external cues, until the linguistic community draws their attention to the less salient inner cues which are associated with such external circumstances. Two other questions focused on potential inaccuracies in the identification of emotion. Given that emotions can be masked, at least partially (Ekman and Oster, 1979), children might be expected to acknowledge as they get older that one is sometimes unaware of another's true emotion and equally that one might mislead another person regarding one's own emotion. In addition, strategies may be employed not just to manipulate the external signs of emotion but also to reduce or augment the emotional experience itself (Lazarus, 1968;. Accordingly two questions were posed in which a situation was described where such strategies would be appropriate and the children's suggestions were requested. Turning finally to the effects of emotion, recent research •Requests for reprints to: Dr. P. L. Harris,