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This systematic review examines the literature on the effectiveness of child-centered play therapy (CCPT) for youths who have experienced traumatic events. Two independent reviewers conducted the search procedures, as well as all data extraction and coding. Seven peer-reviewed articles reporting treatment outcomes were included in the review. As the focus of the review was on CCPT, treatment methods were similar across the seven articles (e.g., use of similar materials). There was also some consistency in findings regarding outcomes related to internalizing problems, self-concept, and self-competence. However, there was significant variability in the outcome measures used to evaluate effects, as well as limitations regarding the study methods that impact the overall conclusions regarding the use of CCPT to treat children that have experienced traumatic events. Treatment recommendations and suggestions for future research are discussed.

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The purpose of this article is to provide a current review of language functioning and deficits following traumatic brain injury (TBI), specifically among the pediatric population. This paper will: (a) outline the manner in which these deficits may impede functioning across environments; (b) review methods of assessing language functioning within this population; and (c) discuss empirically supported interventions to address noted language deficits as they present in pediatric TBI.

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Executive function refers to a variety of behaviors and abilities related to planning and strategy use, as well as to the maintenance of attention and behavior in the pursuit of some goal. Many instruments have been designed for the purpose of assessing executive function, and the tower tasks represent a specific group of measures commonly used in the assessment of this construct. This review and meta-analysis examines the theoretical and psychometric basis for the use of the various tower tasks in neuropsychological assessment of adults. Neuroimaging and electrophysiological evidence are consistent with theoretical hypotheses of frontal involvement (e.g., planning and strategy use) in tower task performance. Further, adults with various disorders of presumed neurological basis demonstrate impaired performance on tower tasks. Implications for the use of tower tasks in practice and research are discussed.

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OBJECTIVE: Behavioral rating scales are common instruments used in evaluations of ADHD and executive function. It is important to explore how different diagnostic groups perform on these measures, as this information can be used to provide criterion-related validity evidence for the measures. METHOD: Data from 92 children and adolescents were used to examine differences among participants in a No Diagnosis group, ADHD group, and Other Clinical group in terms of parent and teacher ratings on the Behavior Rating Inventory of Executive Function (BRIEF) and Conners' Rating Scales Revised-Short Form. RESULTS: Participants in the ADHD and Other Clinical groups generally received similar scores on the scales, and both groups were generally rated higher in ADHD characteristics and executive dysfunction than were participants in the No Diagnosis group. CONCLUSION: Although the measures were successful at distinguishing clinical from nonclinical participants, their ability to distinguish among different clinical groups deserves further investigation.

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Data from a clinical sample of children and adolescents were used to examine the characteristics of the Frontal Lobe/Executive Control (FLEC) scale of the Behavior Assessment System for Children Parent Rating Scales, including preliminary evidence of the scale's clinical utility and relationship to other behavioral measures of executive function and characteristics of Attention Deficit Hyperactivity Disorder (ADHD). Results indicate that participants in the ADHD and other clinical groups received very similar scores on the FLEC scale, and both groups were rated significantly higher in behaviors associated with executive dysfunction than were participants in the no diagnosis group. Correlational results indicate that scores on the FLEC scale were significantly correlated with scores on the Behavior Rating Inventory of Executive Function-Parent Form and Conners' Parent Rating Scales Revised-Short Form. Based on our results, the FLEC scale appears to be a useful behavioral rating tool in the assessment of executive function that may serve as a supplement to more traditional measures.

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Executive function refers to a variety of behaviors and abilities related to planning and strategy use, as well as the maintenance of attention and behavior in the pursuit of some goal; these behaviors are generally deficient in individuals with Attention Deficit Hyperactivity Disorder (ADHD). The Tower of London (TOL) is one task used in the assessment of executive function. For adults with ADHD, there is minimal research on the extent to which they demonstrate impaired performance on tower tasks. With a sample of 102 individuals between the ages of 16 and 33 years, the extent to which performance on the TOL-Drexel Edition (TOL(DX)) was related to performance on other measures of executive function and diagnostic grouping was investigated. Results indicated that TOL(DX) variables are not correlated significantly with age or Global Assessment of Functioning (GAF). Of the TOL(DX) variables, only Rule Violations correlated with multiple other executive function variables. Rule Violations correlated minimally, but significantly, with cognitive ability, perceptual skills, Matrix Reasoning, Processing Speed, and immediate memory. As might be expected, Processing Speed also significantly correlated with Total Time and Time Violations. Notably, scores on the TOL(DX) did not correlate significantly with behavioral self-report; no between-group (ADHD, Clinical Control, No Diagnosis) differences emerged for any of the TOL(DX) variables. Further, with this sample, mean scores across the TOL(DX) variables were well within the average range. Taken together, these results suggest that while the TOL(DX) measures aspects of ability not tapped by other measures, and may therefore provide additional information on individual functioning, results should not be interpreted as indicative of the presence or absence of a disorder.

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OBJECTIVE: To determine the circumstances under which pediatric psychologists believe it is ethical to break confidentiality when presented with adolescent health risk behavior. METHOD: Members of the Society of Pediatric Psychology (N = 92) responded to a survey containing a vignette about an adolescent patient engaging in health-compromising behaviors. Participants rated the degree to which it is ethical to break confidentiality for health risk behaviors of varying frequency, intensity, and duration. RESULTS: Respondents generally find it ethical to break confidentiality when health risk behaviors are more intense, more frequent, and of longer duration. Respondents also find it more ethical to break confidentiality for female smoking than for male smoking. Similarly, they find it more ethical to break confidentiality for female sexual behavior than for male sexual behavior, but only as the frequency/duration increases. CONCLUSIONS: At a certain point, maintaining the adolescent's health is more important for pediatric psychologists than maintaining confidentiality.

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