Disorders of conduct are the most common reason for preschoolers to be referred for psychological services. If these problems are severe enough, these young children will be diagnosed with a "DSM-IV-TR" diagnosis or a diagnosis from another diagnostic systems, such as the "DSM-PC" or "DC: 0-3". Whether or not these young children receive a…

The transition from high school to college is an important developmental milestone that holds the potential for personal growth and behavioral change. A cohort of 2,245 students was recruited during the summer before they matriculated into college and completed Internet-based surveys about their participation in a variety of behavioral risks…

Using a reliable and broad-based measure of morphological awareness, which tapped knowledge of relational, syntactic, and distributional morphology, we examined the development of morphological knowledge among older elementary students and the relationship of their morphological knowledge to a range of literacy measures. We found that…

This article examines some common assumptions made by clinicians about the relationship between intelligence and mental health difficulties. Drawing on work by Thomas Ogden (1976) and Alex Coren (1997) on academically successful students who present with serious mental health concerns, it aims to provide a psychodynamic, developmental…

We report rates of regression and associated findings in a population derived group of 255 children aged 9-14 years, participating in a prevalence study of autism spectrum disorders (ASD); 53 with narrowly defined autism, 105 with broader ASD and 97 with non-ASD neurodevelopmental problems, drawn from those with special educational needs within a…

Sex differences in the latent general and broad cognitive abilities underlying the Woodcock-Johnson Tests of Cognitive Abilities were investigated for children, youth, and adults ages 6 through 59. A developmental, multiple indicator-multiple cause, structural equation model was used to investigate sex differences in latent cognitive abilities as…

How to be in a relationship may be the most important "skill" children ever learn. While many teachers acknowledge their importance in helping children learn early academic and social skills, they sometimes underestimate the value of their personal relationships with children as supports for children's healthy development and learning. This…

Current literature about how children grieve and various implications for counseling are discussed. In reviewing the literature available concerning how children grieve, it is evident that the articles cover three distinct areas important for consideration. These include information that addresses children's developmental understanding of death…

The article refutes the assumption that levels of developmental spelling in children indicate that formal instruction in spelling must not be practiced at certain of these levels. Further indications of the weaknesses of using developmental stages in spelling as a guide for instruction in this subject are described. (Author/CL)

Two experiments examined changes in the search of infants aged six, seven, and eight months. Experiment 1 found that the majority of infants displayed transitional search before intentional search. Experiment 2 showed that the infants' awareness of a hidden object develops gradually. (Author/RH)

Suggests that if adolescence is viewed more broadly as a period of growing into maturity, a brief examination of life-span development reveals that adolescences also occur in other life periods. These periods present challenges of personal adjustment and are necessary transitions toward self-actualization. (JAC)

Achenbach and Edelbrock Child Behavior Checklist factor scores were compared with ego stage through correlational and multiple regression analyses. Findings indicated significant negative correlations with the externalizing and internalizing factors and with a variety of behavioral subscales. A significant relationship was found between the total…

Discusses the themes and issues related to continuing education for young adults and the implications for future programing and practice. (JOW)

A review of the literature on the application of Piagetian theory to the understanding of mental retardation suggests that functioning of mentally retarded children parallels the developmental sequence proposed for the nonretarded child. The behavior of retarded individuals can be interpreted as typical of selected Piagetian stages. (Author/CL)

It is argued that it would be more fruitful for Kohlberg and others to avoid applying his developmentalist position to such problems as utilitarian/formalist supremacy or the search for a 'best' morality. Instead, emphasis could be placed on explicating the fundamental requirements of a nonrelativistic, nonegotistic morality. (Author/SJL)