Interdisciplinary Team Care for Children with Facial Differences.

Children who have cleft and craniofacial diagnoses require coordinated, interdisciplinary treatment planning from birth to young adulthood. Teams that adhere to the Parameters of Care and maintain annual review by the American Cleft Palate Craniofacial Association Commission on Approval of Teams are published at www.acpa-cpf.

The simultaneous assessment of and relations between children's sympathetic and parasympathetic psychophysiology and their reactive and proactive aggression.

The goal of the current study was to examine the link between children's psychophysiology and aggression when both constructs were assessed simultaneously in scenarios designed to provide the opportunity to aggress for either a reactive reason or a proactive reason. Both sympathetic nervous system (SNS) activity (skin conductance) and parasympathetic nervous system (PNS) activity (respiratory sinus arrhythmia or RSA), as well as their interaction, were included as physiological measures. Participants were 35 5th-grade children who were placed in two virtual-peer scenarios; one scenario provided the opportunity to aggress in response to peer provocation (i.

Systematic psychosocial screening in a paediatric cardiology clinic: clinical utility of the Pediatric Symptom Checklist 17.

Objective: To examine the clinical utility of the Pediatric Symptom Checklist 17 for identifying psychosocial concerns and improving access to psychology services within a paediatric cardiology clinic.

Method: Parents of 561 children (aged 4-17 years) presenting for follow-up of CHD, acquired heart disease, or arrhythmia completed the Pediatric Symptom Checklist 17 as part of routine care; three items assessing parental (1) concern for learning/development, (2) questions about adjustment to cardiac diagnosis, and (3) interest in discussing concerns with a behavioural healthcare specialist were added to the questionnaire. A psychologist contacted the parents by phone if they indicated interest in speaking with a behavioural healthcare specialist.

Relations Between Actual Group Norms, Perceived Peer Behavior, and Bystander Children's Intervention to Bullying.

The goals of the study were (a) to predict children's intervention in bullying situations from class-level norms for intervention, as well as child-level perceptions of the number of peers who would intervene, and (b) to determine whether these predictions held when accounting for children's levels of empathy, prosocial behavior, and callous-unemotional traits. Participants were 751 racially and ethnically diverse fourth- and fifth-grade students (53.8% female) in 43 classes.

Fifth-grade children's daily experiences of peer victimization and negative emotions: moderating effects of sex and peer rejection.

This study examined the relations of fifth-grade children's (181 boys and girls) daily experiences of peer victimization with their daily negative emotions. Children completed daily reports of peer victimization and negative emotions (sadness, anger, embarrassment, and nervousness) on up to eight school days. The daily peer victimization checklist was best represented by five factors: physical victimization, verbal victimization, social manipulation, property attacks, and social rebuff.

Children's physiological and emotional reactions to witnessing bullying predict bystander intervention.

Study goals were to explore whether children clustered into groups based on reactions to witnessing bullying and to examine whether these reactions predicted bullying intervention. Seventy-nine children (M = 10.80 years) watched bullying videos in the laboratory while their heart rate (HR) was measured, and they self-reported on negative emotion after each video.