This study compared the Wechsler Intelligence Scale for Children-III (WISC-III) scores of traumatized youth with posttraumatic stress disorder (PTSD) to the scores of trauma-exposed and nonexposed comparison groups without PTSD. All groups were free of additional major childhood psychiatric disorders. The PTSD group scored significantly lower than the comparison groups on verbal subtests, but not on performance subtests. The scores of the trauma-exposed PTSD negatives and nontrauma exposed controls were not significantly different. Accordingly, PTSD and not a history of trauma exposure in the absence of PTSD was associated with lower verbal IQ.

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To test the differential validity of the posttraumatic stress disorder (PTSD) classification, 3 groups of youths (PTSD, traumatized PTSD negatives, and controls) were examined. Youth with major comorbid disorders were excluded. On the basis of an analysis of parent-derived Child Behavior Checklist (CBCL) ratings, significant variations in CBCL scores were associated with PTSD but not with exposure to exceptional stress in the absence of PTSD. The results also indicated that traumatic exposure without the development of PTSD was not associated with higher estimates of psychopathology.

The present study built on prior research by examining the relationship of parental stress and social support to parenting beliefs and behaviors. A sample of 87 parents provided their views concerning the importance of parenting characteristics as well as their level of parental stress and perceived social support. These parents completed the Parent Behavior Importance Questionnaire-Revised, as well as the Parenting Stress Index-Short Form, and the Multidimensional Scale of Perceived Social Support. Results reveal that, in general, less parenting stress was related to more positive parenting perceptions and more parenting stress was related to less positive parenting perceptions. Perceived social support was not found to moderate the relationship between parenting stress and parenting perceptions. This study extends prior research regarding parenting in relation to stress by adding the dimension of social support. There are substantial implications for parent education, professional practice, and research.

Information involving the development of the DSM-IV version of the Children's PTSD Inventory is described. Independent ratings by highly experienced judges denote that the instrument encompassed the universe of definition that it was intended to measure (i.e., the DSM-IV criteria for PTSD). The instrument was administered to 82 traumatized and 22 nontraumatized youths at Bellevue Hospital. Moderate to high Cronbach alphas (.53-.89) were evident at the subtest level. An alpha of .95 was evident at the diagnostic level. In terms of inter-rater reliability, 98.1% agreement was evident at the diagnostic level. Inter-rater intraclass correlation coefficients (ICCs) ranged from .88 to .96 at the subtest level and .98 at the diagnostic level. Good to excellent kappas (.66-1.00) were reported for inter-rater reliability at the subtest level. An inter-rater reliability kappa of .96 was evident at the diagnostic level. In terms of test-retest reliability, 97.6% agreement was evident at the diagnostic level. Good to excellent test-retest kappas (.66-1.00) and ICCs (.66-.94) were observed. A test-retest kappa of .91 and an ICC of .88 was observed at the diagnostic level.

Given the prevalence of violence in young children's lives and the detrimental effects violence exposure may have on children's development, it is essential that psychologists disseminate information to those in direct contact with young children. One antiviolence program, the Adults and Children Together (ACT) Against Violence Training Program, is aimed specifically at the role models in young children's lives, their parents or caregivers, and teachers and others who work directly with them. This research examined the utility of the ACT program in disseminating knowledge to early childhood professionals. Results revealed that the program is effective in terms of both participants' increase in knowledge and perception of knowledge regarding violence in childhood. Preliminary support for the utility of the ACT training program for psychologists working with young children was provided.

While attachment research has demonstrated that parents' internal working models of attachment relationships tend to be transmitted to their children, affecting children's developmental trajectories, this study specifically examines associations between adult attachment status and observable parent, child, and dyadic behaviors among children with autism and associated neurodevelopmental disorders of relating and communicating. The Adult Attachment Interview (AAI) was employed to derive parental working models of attachment relationships. The Functional Emotional Assessment Scale (FEAS) was used to determine the quality of relational and functional behaviors in parents and their children. The sample included parents and their 4- to 16-year-old children with autism and associated neurodevelopmental disorders. Hypothesized relationships between AAI classifications and FEAS scores were supported. Significant correlations were found between AAI classification and FEAS scores, indicating that children with autism spectrum disorders whose parents demonstrated secure attachment representations were better able to initiate and respond in two-way pre-symbolic gestural communication; organize two-way social problem-solving communication; and engage in imaginative thinking, symbolic play, and verbal communication. These findings lend support to the relevance of the parent's state of mind pertaining to attachment status to child and parent relational behavior in cases wherein the child has been diagnosed with autism or an associated neurodevelopmental disorder of relating and communicating. A model emerges from these findings of conceptualizing relationships between parental internal models of attachment relationships and parent-child relational and functional levels that may aid in differentiating interventions.

The Children's PTSD lnventoly (CPTSDI) was administered to 76 traumatized and 28 nontraumatized youths. CPTSDI diagnoses were compared to DICA-R and SCID PTSD diagnoses. Moderate to high sensitivity, specijicity, positive and negative predictive powel; and diagnostic efficiency were evidenced across criterion measures. Convergent validiry was evidenced by significant correlations with the Revised Children s Manifest Anxiety Scale, Children s Depression Inventory, Child Behavior Checklist (CBCL) Internalizing scale, and the Junior Eysenck Personality inventory (JEPI) Neuroticism scale. Discriminant validity was observed through nonsignificant correlations with the CBCL Externalizing and the JEPI Extraversion scales.