This study compared behavioral and emotional problems reported by parents and teachers in Chinese urban and rural samples and demographically similar American samples. Parents of 469 6-to-13-year-old children of each nationality completed the Child Behavior Checklist (CBCL). Teachers completed the Teacher's Report Form (TRF). Cross-cultural differences were generally modest in magnitude. Chinese children scored higher on TRF Delinquent Behavior and Anxious/Depressed syndromes, and on Internalizing. American children scored higher on CBCL Aggressive Behavior and TRF Attention Problems syndromes. Boys exhibited more externalizing behaviors across both cultures. The mean correlation between parent and teacher ratings was .36 in the Chinese sample and .29 in the American sample, a nonsignificant difference. Findings indicate considerable similarity between problems reported for children in very different societies.

This study describes a tutoring program designed to help children in grades 3 through 5 who underwent an unscheduled school transfer. We examined gender differences in self‐concepts, academic performance, teacher evaluations, and peer ratings. Gender differences were found in several measures, although gender did not substantially interact with the intervention. As expected, female transfer students reported lower self‐concepts than males; teachers reported that boys were more popular; peers also rated boys as more aggressive and girls as more likable. Findings suggest that preventive interventions for transfer students need to account for effects of gender.

Some children who transfer into new schools are at risk for later school and life difficulties. Such children often enter the new schools with several life stressors and academic lags, and they are often members of lower socioeconomic status groups. Described are a series of preventive interventions for high-risk elementary school transfer children. All transfers initially received an orientation program. Some children received no further interventions, others were provided tutoring in the school, and others were provided school tutoring plus parent tutoring. The findings from several cohorts are described. The implications of designing and implementing preventive interventions for children undergoing school transitions are discussed.

Some children who transfer 'into elementary schools are at high risk for experiencing school difficulties. These high risk children tend to have fewer internal resources and external supports to cope successfully with the transition into new schools. This article describes the development of a preventive school-based intervention, which was designed to help at risk youngsters to better meet The authors would like to thank the many school principals and teachers who helped make this project possible. In addition, the authors are particularly indebted to Louise Ferone and Kathryn Karsh for helping develop this intervention and securing cooperation from school personnel, and also appreciate the continued support of Brother Don Houde, the Director of Administrative Affairs of the Office of Catholic Education. Thanks are extended to Scott Oliver and Brenda Greiner for their help in analyzing data and computerizing our system. The dedicated and committed tutors deserve special recognition for helping make this project possible.