J Child Psychol & Psychiat
We review recent research on the presentation, nosology and epidemiology of behavioral and emotional psychiatric disorders in preschool children (children ages 2 through 5 years old), focusing on the five most common groups of childhood psychiatric disorders: attention deficit hyperactivity disorders, oppositional defiant and conduct disorders, anxiety disorders, and depressive disorders. We review the various approaches to classifying behavioral and emotional dysregulation in preschoolers and determining the boundaries between normative variation and clinically significant presentations. While highlighting the limitations of the current DSM-IV diagnostic criteria for identifying preschool psychopathology and reviewing alternative diagnostic approaches, we also present evidence supporting the reliability and validity of developmentally appropriate criteria for diagnosing psychiatric disorders in children as young as two years old. Despite the relative lack of research on preschool psychopathology compared with studies of the epidemiology of psychiatric disorders in older children, the current evidence now shows quite convincingly that the rates of the common child psychiatric disorders and the patterns of comorbidity among them in preschoolers are similar to those seen in later childhood. We review the implications of these conclusions for research on the etiology, nosology, and development of early onset of psychiatric disorders, and for targeted treatment, early intervention and prevention with young children.
Sunday, April 30, 2006
Saturday, April 29, 2006
Early Environmental Experiences and School Achievement in the Second Grade: An Israeli Study
International Journal of Behavioral Development
"This study was an attempt to replicate, in an Israeli sample, findings from American studies regarding the relationship of demographic variables, the quality of the early environment, and sociocognitive growth in children. In the first part of the study, the environment of 178 2-year-old Israeli children was assessed. Families with higher social status (SES) and fewer children were significantly more likely to provide enriching environmental experiences to their 2-year-old. In the second phase of the study, 149 of the sample were located and their school achievement assessed at the end of Grade 2. Path analysis revealed that the family's SES and number of children had both a direct and an environmentally mediated effect on children's achievement in school, and that differences in the quality of the environment at 2 years accounted for a large part of the variability in achievement both between and within social classes. As in the American studies, free exploration of developmentally challenging objects, and in particular fine-coordination toys and picture-books, was an important feature of a good rearing environment. In addition, contact with peers and extrafamilial care in the 3rd year were found also to have some unique predictive power of sociocognitive performance. The results are congruent with a model that SES and family configuration have a decisive effect on child-rearing practices and the latter, in turn, determine the course of children's cognitive and social development. The possibility was entertained that class-related differences in parental concepts of age-appropriateness contribute to the SES differences in the type of environmental experiences accorded to young children. "
"This study was an attempt to replicate, in an Israeli sample, findings from American studies regarding the relationship of demographic variables, the quality of the early environment, and sociocognitive growth in children. In the first part of the study, the environment of 178 2-year-old Israeli children was assessed. Families with higher social status (SES) and fewer children were significantly more likely to provide enriching environmental experiences to their 2-year-old. In the second phase of the study, 149 of the sample were located and their school achievement assessed at the end of Grade 2. Path analysis revealed that the family's SES and number of children had both a direct and an environmentally mediated effect on children's achievement in school, and that differences in the quality of the environment at 2 years accounted for a large part of the variability in achievement both between and within social classes. As in the American studies, free exploration of developmentally challenging objects, and in particular fine-coordination toys and picture-books, was an important feature of a good rearing environment. In addition, contact with peers and extrafamilial care in the 3rd year were found also to have some unique predictive power of sociocognitive performance. The results are congruent with a model that SES and family configuration have a decisive effect on child-rearing practices and the latter, in turn, determine the course of children's cognitive and social development. The possibility was entertained that class-related differences in parental concepts of age-appropriateness contribute to the SES differences in the type of environmental experiences accorded to young children. "
Wednesday, April 26, 2006
The Delhi state government has launched a campaign to fight the alarming rate of female foeticide
AsiaNews
"The Delhi state government has launched a campaign to fight the alarming rate of female foeticide among its people, who prefer sons to daughters, as do many other Indian states. Delhi Chief Minister, Sheila Dikshit, told a function marking International Women's Day that female foeticide has 'become alarming': only 814 girls are born for every 1,000 boys in Delhi.
The 2001 census showed Delhi's sex ratio was 865 for the 0-6 year age group, against the national average of 927. If this decline continues, the number of girls born is likely to go well below 800 in Delhi by the next census, say experts. The UN Population Fund sets the normal sex ratio at birth as 950 girls for 1,000 boys."
...
"The Delhi state government has launched a campaign to fight the alarming rate of female foeticide among its people, who prefer sons to daughters, as do many other Indian states. Delhi Chief Minister, Sheila Dikshit, told a function marking International Women's Day that female foeticide has 'become alarming': only 814 girls are born for every 1,000 boys in Delhi.
The 2001 census showed Delhi's sex ratio was 865 for the 0-6 year age group, against the national average of 927. If this decline continues, the number of girls born is likely to go well below 800 in Delhi by the next census, say experts. The UN Population Fund sets the normal sex ratio at birth as 950 girls for 1,000 boys."
...
Thursday, April 20, 2006
China Gender Imbalance Problem Growing as Sex-Selection Abortions Continue
lifenews
The gender imbalance problem in China is growing as laws meant to crack down on sex-selection abortions are minimally enforced. As a result men outnumber women in great numbers, infanticide continues, and some girls luck enough to be born are sold into marriage.
The latest Chinese census shows 120 men for every 100 women in the Asian nation, up from 117 per 100 in the 2000 census.
The gender imbalance has grown since the country introduced the population control policies after a post World War II baby boom. The program forced Chinese couples to have only one child and women getting pregnant a second time are often forced to have abortions, fined, imprisoned and they and their husbands and families face significant persecution.
The gender imbalance problem in China is growing as laws meant to crack down on sex-selection abortions are minimally enforced. As a result men outnumber women in great numbers, infanticide continues, and some girls luck enough to be born are sold into marriage.
The latest Chinese census shows 120 men for every 100 women in the Asian nation, up from 117 per 100 in the 2000 census.
The gender imbalance has grown since the country introduced the population control policies after a post World War II baby boom. The program forced Chinese couples to have only one child and women getting pregnant a second time are often forced to have abortions, fined, imprisoned and they and their husbands and families face significant persecution.
Thursday, April 13, 2006
Dealing with children's misbehavior
www.news-medical.net
When children's misbehavior or delinquency creates problems, it's not enough to deal with the children alone. Mental health professionals recommend behavioral parent training as well, reports the April issue of Harvard Mental Health Letter.
Behavioral parent training teaches parents to substitute systematic for arbitrary discipline. Parents learn how to set rules and define the consequences for disobeying them. They also learn how to negotiate with older children, how to follow through on warnings, and how to identify early signs of trouble and talk to children about these problems.
It is particularly important that parents also respond to good behavior with praise and encouragement, says the Harvard Mental Health Letter. Parents are taught to reward a child's behavior one action at a time. They learn to point out what the child is doing right before discussing what needs improvement.
When children's misbehavior or delinquency creates problems, it's not enough to deal with the children alone. Mental health professionals recommend behavioral parent training as well, reports the April issue of Harvard Mental Health Letter.
Behavioral parent training teaches parents to substitute systematic for arbitrary discipline. Parents learn how to set rules and define the consequences for disobeying them. They also learn how to negotiate with older children, how to follow through on warnings, and how to identify early signs of trouble and talk to children about these problems.
It is particularly important that parents also respond to good behavior with praise and encouragement, says the Harvard Mental Health Letter. Parents are taught to reward a child's behavior one action at a time. They learn to point out what the child is doing right before discussing what needs improvement.
Tuesday, April 11, 2006
Developmental Outcomes for Children of Young Mothers
J Marriage and Family
"Boys born to mothers who began childbearing before age 19 had elevated risks of drug use, gang membership, unemployment, and early parenthood. Girls born to young mothers only had elevated risks of early parenthood. Of the mediators tested, low maternal education had the largest mediating effects. The findings suggest that the risks associated with being born to a young mother are substantial but perhaps disproportionately so for boys."
"Boys born to mothers who began childbearing before age 19 had elevated risks of drug use, gang membership, unemployment, and early parenthood. Girls born to young mothers only had elevated risks of early parenthood. Of the mediators tested, low maternal education had the largest mediating effects. The findings suggest that the risks associated with being born to a young mother are substantial but perhaps disproportionately so for boys."
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