Cynthia L. Janes

PROBLEM CHILDREN'S ADULT ADJUSTMENT PREDICTED FROM TEACHERS‘ RATINGS

Teacher ratings of 187 children seen at a guidance clinic are compared to interview-based ratings of social adjustment nine to fifteen years later. Children described as failing to get along with others are seen to be relatively disturbed at follow-up, and differences are found between teacher-rated behavior patterns relating to later social adjustment for boys and those for girls. It is concluded that teacher ratings can be useful predictors of adjustment, especially if focused on the childs peer relationships.

Intelligence, classroom behavior, and academic achievement in children at high and low risk for psychopathology: a structural equation analysis

The intelligence, academic achievement, and classroom behavior of 158 children were assessed in a sample that is being followed longitudinally. The sample included children at high risk for mental disorder by virtue of having a parent with a psychiatric diagnosis of schizophrenia or affective disorder, children at moderate risk, and children at low risk, A series of path analyses indicated that in this sample (1) classroom behavior was more likely an affect than a cause of academic achievement, and (2) the influence of parental psychopathology on classroom behavior was mediated by a childs intelligence and academic achievement. We were unable to substantiate an unmediated causal link between parental psychopathology and childrens academic achievement or classroom behavior.

ELECTRODERMAL RESPONSE CONFIGURATION AS A FUNCTION OF RATED PSYCHOPATHOLOGY IN CHILDREN

Electrodermally labile children of schizophrenic, manic-depressive, and normal parents were identified as either uniphasic or biphasic responders, in each of three phases of a psychophysiological experiment. Psychological disturbance ratings, based upon test protocols, were determined independently. Analysis of the relationship between electrodermal response configuration and rated psychological pathology showed that biphasic responders were evaluated as more disturbed than uniphasic responders. The results were interpreted within a framework provided by Edelbergs work on the information content of the electrodermal recovery limb, and were seen as relevant to notions regarding schizophrenic information processing. It was hypothesized that in this situation, uniphasic responding reflected an adaptive defense against stimuli perceived as potentially threatening, whereas biphasic responding indicated overprocessing and inappropriate goal orientation.

State-dependent effects of alcohol on autonomic orienting responses

The effects of alcohol and change of state on habituation of the orienting responses of skin potential, finger pulse volume, and heart rate in adult males were studied. State-dependent effects of alcohol on these responses were demonstrated, together with a response-depressing effect of alcohol.

Clinic children with poor peer relations: Who refers them and why?

Children who have poor peer relationships are at high risk for developing psychopathology in adulthood. Schools can provide an essential link between these children and mental health services by proper identification and referral. The role of schools in the referral process was evaluated for 298 boys and 98 girls seen at a child guidance clinic. Half of these referrals were made by schools, but referral because of poor peer relationships was unusual. It is suggested that teachers learns to attend more closely to childrens social functioning as an important identifier of children at risk.