It is a great honour to assume the role of joint editor of the Journal of Child Psychology and Psychiatry, and inspiring to be part of an enthusiastic and supportive team. The Association for Child Psychology and Psychiatry has shown its open-mindedness and international orientation by electing, for the first time in its history, a joint editor who is not a native speaker of English. I appreciate the trust placed in me, and I hope I will come up to the expectation that, together with my fellow editors, this Journal will maintain, or even strengthen, its high standards and influential position in this rapidly changing field of research in child psychology and psychiatry. I follow in the footsteps of Dorothy Bishop, who I got to know when she was a joint editor and I was an author who had submitted an article to this Journal, anxiously awaiting the editor's decision. I remember I was struck by the skilful scrutiny and supportiveness of her editorial work and I wondered if I would be able to do equally well if I would be an editor, not knowing that years later I would be in a position to take up this challenge.

This issue is especially voluminous, since we wanted to reduce the number of articles in the pipeline awaiting publication. By temporarily increasing the number of pages, we wanted to ensure that the information the reader reaches is up to date and not obsolete by the time it is published.

Parental dependence on illicit drugs is a growing concern across a number of disciplines. It has implications that are at once medical, political, social, and psychological. In recent years, researchers from the U.S.A. (Austin & Prendergast, 1991; Deren, 1986; Johnson, 1991) and the U.K. (Burns, O'Driscoll, & Wason, 1996) have called for greater attention to be paid to social and psychological, rather than solely physical, effects of parental drug use on children. In Ireland, against the backdrop of an intractable and escalating intravenous opiate problem, the issue of how children are affected by parental drug dependence is emerging as a new social and clinical concern. A recent government report, for example, recognises that children of drug users may be in need of clinical interventions and special care arrangements (Rabitte, 1996). But what form should such services take? Are these children at greater risk than other children from similar socioeconomic backgrounds for experiencing social and psychological problems? Is the nurturing environment provided to children whose parents are dependent on illicit drugs less adequate than that provided to children whose parents do not use drugs? At present research does not provide conclusive answers to these questions. Research that focuses on the effects of postnatal parental drug use on children's social and psychological well-being is strikingly scarce, with the majority of child-oriented research concentrating instead on the effects of prenatal exposure to drugs. The small amount of research that has been conducted on the caregiving environments of children of drug users has produced largely inconclusive findings.

The aims of the present paper are to review and analyse existing research on the social environments provided to children of drug users, and on the developmental outcomes for this group. A further aim is to provide pointers to gaps and shortcomings that need to be addressed in future research. The focus is on parental addiction to “hard drugs”, namely opiates (primarily heroin and methadone) and cocaine. Studies dealing exclusively with the impact on children of prenatal exposure to drugs and of parental alcohol use are excluded, as are studies of a primary addiction to amphetamines and other illicit substances, although it is recognised that these are frequently used in addition to opiates and cocaine.

Survival rates in childhood cancer now approach approximately 65%, depending on the specific cancer. Success has been achieved through the use of increasingly aggressive treatments (chemotherapy, radiotherapy, bone-marrow transplantation). These are now recognised to be associated with a range of physical late effects, including problems associated with growth and endocrine function, sensory function, fertility, liver, cardiac, and kidney damage. Recognition of these physical late effects raises the issue of related problems in psychological, educational, and behavioural functioning. There is considerable evidence to suggest that children who are younger on diagnosis are more at risk in terms of cognitive and behavioural late effects compared with those who are diagnosed later. Cancer remains a rare disease in children and consequently only those professionals attached to centres specialising in the care of children with cancer are likely to receive a significant number of referrals. It is important to establish a psychological support service as an integral part of long-term care in order to (a) establish more accurately the incidence of social and psychological late effects and (b) offer advice to the individual about the possible long-term effects of cancer treatment on future health, social, and employment prospects.

The psychological consequences of trauma on 28 Swedish children were examined 1 year and 3 years after a bus accident in western Norway in 1988. Symptoms were assessed by the Impact of Event Scale (IES), semi-structured interviews, and a questionnaire developed for this study. At the 1-year follow-up, large proportions of the sample had symptoms of Intrusion and Avoidance (IES) and symptoms of general psychological distress, but no clinically significant symptoms were observed at the 3-year follow-up. Girls and children who experienced loss in the accident were characterised by high levels of Intrusion, whereas passenger trauma and age were unrelated to the outcome. A bidirectional relationship was observed between the mothers' and the children's symptoms over time, whereas the fathers' symptoms were unrelated to the children's symptoms. The clinical implications of the study are that symptoms in all children of traumatised families deserve attention during the first year post-trauma, and that objective risk indicators (age, sex, and types of trauma) do not provide sufficient information to identify children at risk.

On the basis of Gray's theory, Quay suggested that conduct disorder (CD) is associated with a Behavioural Activation System (BAS) that dominates over the Behavioural Inhibition System (BIS), whereas attention deficit hyperactivity disorder (ADHD) is characterised by an underactive BIS. Two studies were conducted to test the hypothesis that the dominance of the BAS over the BIS is more pronounced in CD comorbid with ADHD (CD/ADHD) than in CD alone. First of all, a response perseveration task was used, i.e. the door-opening task (Daugherty & Quay, 1991). In this game, the subject chooses either to open the next door or to stop playing; there is a steadily increasing ratio of punished responses to rewarded responses and a large number of doors opened is indicative of response perseveration. As expected, a steady increase in the number of doors opened was found across normal control (NC) boys, CD boys, and CD/ADHD boys (NC<CD<CD/ADHD). Second, the dominance of the BAS over the BIS was examined by observing the social behaviour of the child in interaction with a research assistant who alternately activated the BAS and the BIS while a game was played. The behaviour of the children was analysed according to ethological methods. Group differences in the frequencies of three out of five behavioural categories were in line with the results of the door-opening task (NC<CD<CD/ADHD).

This study examined the effects of a student-mediated conflict resolution program on primary school (junior kindergarten to grade 5) playground aggression. Mediation teams of grade 5 students (approximately age 10) participated in 15 hours of training according to the model developed by Cunningham, Cunningham, and Martorelli (1997). Following baseline observations, mediation was introduced onto the playgrounds of three schools according to a multiple baseline design. Mediators successfully resolved approximately 90% of the playground conflicts in which they intervened. Direct observations suggest that the student mediation program reduced physically aggressive playground behavior by 51% to 65%. These effects were sustained at 1-year follow-up observations. Teacher and mediator satisfaction questionnaires provided strong support for impact, feasibility, and acceptability of this program.

Peer relationships, social skills, self-esteem, parental psychopathology, and family functioning of children with Tourette's disorder and a chronic disease control group of children with diabetes mellitus were compared. Children with Tourette's disorder had poorer peer relationships than their classmates and were more likely to have extreme scores reflecting increased risk for peer relationship problems than children with diabetes mellitus, but did not report self-esteem problems or social skills deficits. Measures of peer relationships were not related to severity or duration of tics. Children with Tourette's disorder and Attention Deficit Hyperactivity Disorder were at increased risk for poor peer relationships. The psychosocial problems of children with Tourette's disorder do not appear to be the generic result of having a chronic disease.

Data from the National Child Development study (NCDS) were used to examine predictors of attainment among adoptees, nonadopted children from similar birth circumstances, and other members of this national birth cohort. Adoptees performed more positively than nonadopted children from similar birth circumstances on childhood tests of reading, mathematics, and general ability, and retained this advantage in school-leaving and later adult qualifications. In addition to family SES and material circumstances, measures of the educational environment of the home and of parental interest in education emerged as central predictors of these variations. Further analyses suggested possible differences in the mode of operation of these variables between boys and girls, and at different stages of young people's educational careers.

One hundred and ninety-eight adolescents and their mothers (N=189) and fathers (N=136) participated in a 4-year longitudinal study. Adolescent problem behaviour was assessed by the Youth Self-Report (YSR) and the Child Behavior Checklist (CBCL). In addition, parental stress and marital adjustment were determined.

Results showed that mothers and fathers showed high agreement, especially about their daughters, whereas parents and adolescents showed little agreement. Agreement was higher for internalising than for externalising behaviours. In general, adolescents reported more symptomatology than their parents did. However, mothers' ratings of their children's behaviours were significantly correlated with adolescents' self-ratings, but fathers' ratings were not. Statistical tests of correlations showed that mothers experiencing stress caused by marital problems perceived more problem behaviours in their children. Fathers' perceptions were relatively unaffected by personal adjustment. However, poor marital adjustment perceived by both parents showed a significant negative relation to adolescent externalising problem behaviour.

The personality profiles for youths with Prader-Willi, fragile-X, or Williams syndrome were compared to three matched groups attending regular schools. Using the California Child Q-Set (CCQ), both of the parents of the 39 children with Prader-Willi syndrome, 32 boys with fragile-X syndrome, 28 children with Williams syndrome, and children in the comparison groups provided independent personality descriptions in terms of the Big Five personality factors of Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness, along with Motor Activity and Irritability. Specific personality phenotypes for each of the three syndrome groups were found to be differentially related to parental behaviours (i.e. control and anger) and family contexts (i.e. experienced family stress, marital conflict, and parental consistency).

This paper reports the results of a high-risk study of children under age 18 of parents who served as probands in a family study of comorbidity of substance abuse and anxiety disorders. There was a strong degree of specificity of familial aggregation of both the anxiety disorders and substance disorders. Rates of conduct disorder and depression were elevated among offspring of all affected parents. Inclusion of co-parent disorders in the evaluation of familial transmission in the present study strengthened the findings regarding the specificity of transmission of the anxiety disorders and the links between both parental substance abuse and antisocial personality with child conduct disorder.

In this study we examined relations between adolescents' perception of parental care and intrusiveness and the abilities–achievement gap. Cognitive abilities and academic achievement were assessed for 200 Israeli 10th graders. Representations of maternal and paternal care and intrusiveness and externalizing and internalizing symptoms were self-reported. Gender differences were found for the abilities–achievement gap. Boys' achievement in mathematics and language was significantly lower than could be expected from abilities in these domains. Representations of maternal care predicted achievement while aptitude and socioemotional symptoms were controlled and moderated the relations of abilities and achievement. Paternal representations were unrelated to abilities or achievement. Among boys, maternal intrusiveness had a unique contribution to the prediction of achievement, above and beyond abilities, socioemotional symptoms, and maternal care. The relevance of the findings to cognitive and attachment perspectives on adolescent achievement is discussed.

In previous papers (Sims, Henderson, Hulme, & Morton, 1996a; Sims, Henderson, Morton, & Hulme, 1996b) we have found that the motor skills of clumsy children are capable of significant improvement following relatively brief interventions. Most remarkably, this included a 10-minute intervention while testing the kinaesthetic acuity of the children using a staircase method (Pest). In this paper, we show that Pest testing improves the kinaesthetic acuity of normal children as well. We analyse the available data on the development and improvement of motor skills and kinaesthetic acuity and derive a causal model for the underlying skills. We show that at least three independent cognitive/biological components are required to account for the data. These three components are affected differently by the various interventions that have been tried. We deduce that improvement on a general test of motor impairment can be found as a result of training in kinaesthetic acuity or through other, independent factors.

Spontaneous shifts of attention were observed in autistic, typically developing, and nonautistic developmentally delayed infants. Three types of attention shifting behaviour were observed; (1) between an object and another object, (2) between an object and a person, and (3) between a person and another person. The two control groups shifted attention more frequently between an object and a person than between an object and another object or between a person and another person. The infants with autism showed a different pattern, shifting attention between an object and another object more than any other type of shift. Furthermore, infants with autism showed fewer shifts of attention between an object and a person, and between person and person, than did the two control groups. They also spent less time overall looking at people and looked more briefly at people and for longer durations at objects, compared to the two control groups. These results indicate an abnormality in social orientation in autism even at the early age of 20 months.

This study examined the relationship between the development of theory of mind and the development of the belief terms think, know, and guess. Children with autism and Asperger syndrome, matched to children with specific language impairment and normal development, completed false belief, belief term comprehension, and belief term expression tasks. The autistic group's performance on the false belief, belief term comprehension, and belief term expression tasks was significantly poorer than that of the Asperger, language impaired, and normal groups. Across groups an association was found between false belief and belief term performance. Results support a growing body of literature demonstrating links between the development of theory of mind and communicative competence.

High-functioning adults with autism and control adults were tested on a perceptual learning task that compared discrimination performance on familiar and novel stimuli. Control adults were better able to discriminate familiar than novel stimuli — the perceptual learning effect. No perceptual learning effect was observed in adults with autism although they discriminated the novel stimuli significantly better than control adults. This enhanced discrimination learning about novel, but not familiar, stimuli in autism is discussed in relation to two current hypotheses of information processing in autism — weak central coherence and reduced attention-switching — and a new third hypothesis, which suggests that features held in common between stimuli are processed poorly and features unique to a stimulus are processed well in autism.

Children with and without autism were compared on two visual search tasks in which a letter target appeared among two sets of letter distracters. In one task, the target shared colour with one set of distracters but was unique in shape — the feature search task. In the other, the conjunctive search task, the target shared colour with one set and shape with another set of distracters. Although search was slower in the conjunctive task than the feature task in normally developing control children, children with autism showed no significant slowing in reaction time in the conjunctive task and were faster than control children in this task. This result is discussed in the light of theories of visual search which state that rate of search is determined by the degree of similarity between target and distracters.

This study measured the sleep attributes of 30 normal 12-month-old children with a computerized movement detector (Actigraph). Data on the child's temperament was based on the Carey Toddler Temperament Questionnaire, which the mother completed. The main finding was that rhythmic children went to sleep earlier and had longer sleep duration; however, their sleep pattern was not more efficient compared to children with irregular rhythmicity. The results of the present study provide only limited evidence to the association between the regulation of sleep-wake cycles and the temperamental characteristics of the child. Hence it may be concluded that within non-referred low-risk infants, temperament does not discriminate between good and poor sleepers. Alternatively, however, the marginal relationship between sleep and temperament demonstrated in the present study may reflect the limitation of maternal perception as a source for temperament assessment.