An examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.

This study aimed to compare children with different ADHD subtypes and controls on measures of attention, and to examine the relationships between measures of attention and reading and spelling ability. Thirty-eight children with ADHD and sixteen controls were administered tests of four components of attention (viz., attention span, focused attention, selective attention and shifting attention) and two subtests (viz., reading and spelling) from the WRAT-3. The children with ADHD-Combined subtype were found to show deficits in attention span and focused attention, while the children with ADHD-Inattentive subtype were found to show deficits in shifting attention, and subtler deficits in attention span and focused attention. Measures of attention span were found to be significant predictors of reading ability, and measures of attention span and selective attention were found to be significant predictors of spelling ability. These results suggest that different ADHD subtypes show different patterns of attentional problems that have different neuroanatomical bases. Furthermore, academic problems in children with ADHD may be related to their attentional problems.

This controlled trial of a teacher training intervention aimed to increase teacher competence in managing the problem behaviours associated with Asperger's syndrome, as manifested in a classroom setting. All teacher-participants currently managed a student with Asperger's syndrome in an inclusive classroom setting. Measures were taken on two occasions: pre-workshop and 6-week follow-up. Variables of interest were number of problem behaviours, success of teacher strategies used to manage problem behaviours and teacher self-efficacy in managing behaviours. Qualitative data assessing both the utility of the workshop and effectiveness of the individual management strategies was also gathered. At 6-week follow up, teachers reported increased confidence in their ability to manage the student with Asperger's syndrome, fewer problem behaviours displayed by the student and increased success in using strategies to manage the student in the classroom. The utility of both the workshop itself and individual management strategies were also endorsed by all teacher-participants. Suggestions for future research and limitation of the study are also discussed.

Studies investigating the impact of postnatal depression on later child cognitive functioning report mixed results. Some show ongoing effects of depression in the first postnatal year, others show no lasting adverse effects, yet others report effects only when the depression is chronic and coupled with additional risks to development such as low socioeconomic status. This study examined the impact of depression in the first postnatal year and subsequent episodes between one and four years postpartum in a sample of 92 mothers and their four year old children from a relatively high socioeconomic group. Children were administered the WPPSI-R at four years of age. Findings revealed only modest effects. Compared to those whose mothers were not depressed, children whose mothers were diagnosed with depression in the first postnatal year had lower verbal IQ scores, but there were no differences on the performance scale. There were also no differences between children whose mothers recovered after one year and those whose mothers experienced further depression between one and four years. Effects were similar for boys and girls.

Previous research has established a relationship between children's language development and their behaviour. The aim of the present study was to determine whether children's language ability influenced the degree to which their behaviour changed following participation in the PATHS (Promoting Alternative Thinking Strategies) curriculum. Participants were 86 pre-primary children who attended two mainstream schools in regional Western Australia. Analyses of pre- and post-intervention behaviour and language measures found PATHS to be effective for improving the behaviour and social skills of children with language difficulties. Changes in children with better language skills showed a positive but non-significant trend. Although a relationship was found between children's general language skills and their behaviour at pre-intervention, changes observed in behaviour were not accompanied by changes in language skills at post-intervention.