The effect of caffeine (300 mg/70 kg) on cognitive, perceptual and motor functions was investigated both alone and in combination with ethanol (0.75 g/kg) in 68 healthy student volunteers of both sexes. A test battery consisting of standing steadiness, simple and complex reaction time, manual dexterity, numerical reasoning, perceptual speed and verbal fluency was used. Placebos for both drugs were included. Caffeine was administered in decaffeinated coffee immediately after finishing drinking the alcoholic beverage. A peak plasma ethanol concentration of 92 +/- 4 mg/100 ml occurred at 40 min which was not modified by caffeine. Caffeine did not antagonise the ethanol-induced decrement in performance except in the reaction time tests. Caffeine alone caused a significant increase in body sway at 40 min.

We compared problems and competencies reported for 2600 randomly selected nonreferred children in Sydney and the U.S.A. Sydney children scored significantly higher on 82 problem items, with a mean total problem score of 31.6 versus 20.1 for the U.S.A. Nevertheless, item scores correlated 0.92 between countries, most differences between competence scores were small, and patterns were similar for sex, age, socioeconomic status, and internalizing versus externalizing problems. Although higher clinical cutoffs may be needed in Sydney, the similarity of patterns in scores permits calibration of the Child Behavior Checklist between Sydney and the U.S.A. Sex differences found in seven cultures were summarized.

The validity of the Children's Depression Scale and of its parent-report version were examined on a sample of normal and clinically referred adolescents. The CDS and CDS-A discriminated adequately between clinical and non-clinical Ss, as well as between depressed and non-depressed. Only the CDS discriminated between depressed and 'sad', i.e. parental report did not discriminate between these two groups. A high correlation was found between the CDS and the Children's Depression Inventory. Internal consistency of the scale was found to be adequate. However, no support was found for the subscale structure of the CDS as proposed by its authors.

The validity of the Children's Depression Scale (CDS), the Children's Depression Inventory (CDI) and their respective parent report versions was assessed in a sample of outpatient and normal control prepubertal children. Scores from the child and parent versions of both scales significantly discriminated between children independently diagnosed as depressed and those with nondepressive disorders. Both measures also distinguished depressed and dysphoric children. Contrary to the findings of earlier studies, a significant rate of agreement was found between the reports provided by the children and their parents. The results suggest that the influence of the child's age and clinical status on reporter correspondence patterns should be considered more exhaustively in future research.

This study is an Australian replication of the Achenbach and Edelbrock normative study on the Child Behaviour Checklist (1981). Thesample of 1,300children was obtained from Sydney and surrounding suburbs and therefore is urban and metropolitan. Norms for the Child Behaviour Problem scores are considerably higher than for American children. and in general. norms for the total Social Competence scores are lower. "Cut-ofT'percentile equivalents to the American clinical cut-orfs are provided, though it will be necessary to amass an Australian clinical sample before Australian cut-off points can be confidently established.The Child Behaviour Checklist (CBCL) is a standardised questionnaire for parents or caretakers of children aged 4 to 16 years, developed by Achenbach (Achenbach and Edelbrock, 1983). There are parallel forms of this questionnaire, to be filled in by teachers, by direct observers, or by older children themselves, but the parent CBCL has received the most research focus, and is the subject of the present study.The CBCL is presented in two parts. The first is a social competence section designed to measure children's positive adaptive functioning. Parents are asked to nominate the sports, hobbies, clubs, and friendships their child takes part in. and to estimate the amount and quality of these involvements. They are also asked how well their child gets on with parents, peers, and siblings, how well he/she works and plays alone, and the quality of the child's scholastic achievement.The second section of the CBCL contains 118 items describing a broad range of problem behaviaur which the parent is asked to check on a 3-point