Teacher-mediated intervention after disaster: A controlled three-year follow-up of children's functioning

Article Abstract:

Child survivors of a catastrophic earthquake in Turkey were evaluated three and a half years after the event, and again after three years a sub-group participated in a teacher-mediated intervention to determine the long-term effectiveness of the original intervention. The results conclude that early post-disaster intervention addressing children and their educational milieu provides children with significant symptomatic reduction, allowing the mobilization of adaptive coping.

Turkey, Psychological aspects, Disaster victims

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Specificity and characteristics of learning disabilities

Article Abstract:

The specificity of impairments in specific reading disabilities (SRD) and specific language impairments (SLI) is examined with many children recruited for studies of SRD and SLI demonstrating impairments in both reading and oral language development. Conclusions reveal the need for more careful screening in both clinical and research settings to accurately identify the nature of deficits in children with reading and oral language difficulties.

United States, Diagnosis, Childhood mental disorders, Learning disabilities, Learning disorders, Child psychopathology

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Assessment of young children's social-emotional development and psychopathology: Recent advances and recommendations for practice

Article Abstract:

Young children evidence significant psychopathology is considerably evident. It is critical to conduct large scale, longitudinal, epidemiological studies to inform our understanding of the course of psychopathological conditions within the context of a normative developmental framework.

Evaluation, Psychology, Pathological, Psychopathology

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