Although research has demonstrated the differential influence of schools on children's psychosocial adjustment, the influence of radical legislative changes since 1979 is less clear. Evidence of a sharp rise in exclusions and in referral for special educational needs is contrasted with evidence that behaviour in most schools is good, and with data showing a steep reduction in the number of pupils leaving school with no qualifications. It is argued that these reforms have improved overall standards and may thereby have contributed positively to the mental health of many vulnerable children. However, the way they have been implemented has undermined teachers in some schools and, as a result, pupils there experience education as an additional source of stress rather than of stability and support.

This study set out to evaluate the use of a video based parent training programme (The Webster–Stratton Programme) in the management of children referred to child mental health services for treatment of behaviour problems. Following diagnostic assessment children were assigned to one of two groups: parents of both groups completed the parenting programme and, in addition, in the second group the child received an intervention appropriate to his/her clinical presentation. The waiting list control group waited 3 months prior to allocation to either treatment group. Standardised rating scales were administered pre-treatment, post-treatment and at 6-month follow-up to both treatment groups, and at an interval of 3 months to the control group. Improvement was significantly greater in both the treatment groups than in the control group. Parenting training programmes are an effective intervention in the management of clinic-referred children with behaviour disorders.

This study reports on a nation-wide survey of a randomly selected group of child psychiatrists and examines their prescribing practices for a wide range of psychotropic medication in a wide range of disorders. Despite 98% of the sample valuing medication as a treatment modality, one third of clinicians prescribed rarely or not at all. More than three-quarters felt insufficiently competent in this area, a finding which was significantly associated with less frequent or no prescribing. Half of the sample believed that if they were better informed they would prescribe more and 91% requested regular psychopharmacology seminars.

This article reviews research conducted over the past 20 years on the social competence of children with Attention Deficit Hyperactivity Disorder (ADHD). A substantial body of research suggests that children with ADHD experience significant interpersonal difficulties. The social competence of ADHD children is considered using three indices: typical social behaviours or social functioning, internal cognitive structures relating to the behaviours, and the products or outcomes of their social functioning. Possible mechanisms underlying their interpersonal difficulties are discussed. The article concludes by outlining the significance of these difficulties for later life outcomes, and emphasising the importance of uncovering the mechanisms by which these difficulties arise.

Despite agreement that children's social functioning may be the best indicator of current and future behavioural and emotional problems, its measurement is under-developed. Measures of social functioning and psychopathology remain entangled, although this may be less critical clinically than in research. Confusion in terminology and definition is highlighted and clarified by tracing diverse but converging areas of research. Current measurement needs and approaches are presented along with six measures—each suited to different assessment needs. It is suggested that the next generation of instrument developers make use of findings from studies of social competence and motivation, focusing not only on social skills and deficits but also on beliefs and goals that lead to adaptive and maladaptive functioning.