Kind en adolescent — Jrg. 35 (2014) Nr. 4

Seksueel getint gedrag van twee- tot twaalfjarigen
Maryse H. Roos, Hanneke de Graaf
The sexual behavior of children is regularly assessed unfairly as boundary-crossing. This quantitative research provides new insight into what sexual behaviors parents observe in their child, and into the role of sex education, attitudes and demographic factors in these observations. A total of 1360 parents completed a digital questionnaire about their oldest child (2–12 years old). Different behaviors, such as touching or viewing genitals, were detected in the majority of children. The results show significant differences according to the childʼs gender, age, educational level, cultural background and religion. A positive link between both the permissive sexual attitude and the sexual communication on the one hand and observed sexual behavior of the child on the other hand was also found. The prevalence of a number of behaviors differs from those found in the penultimate Dutch study in 1990. The new results may contribute to educational support and the development or revision of systems for assessing sexual behaviors of children.

Leerkrachtkindinteractie: het verband met externaliserend en internaliserend gedrag
Debora L. Roorda, Helma M.Y. Koomen, Jantine L. Spilt, Jochem T. Thijs, Frans J. Oort
In the present study, we investigated whether teachers’ and children’s interactive behaviors are associated with children’s levels of externalizing and internalizing behavior. A total of 48 teachers and 179 kindergartners were observed in small group settings in the classroom. Independent observers rated teachers’ and children’s interactive behaviors (control and affiliation). Teachers reported about children’s externalizing and internalizing behaviors on the Behavior Questionnaire for Two- to Six-Year-Olds-Modified. Multilevel regression analyses indicated that teachers were more dominant and friendly toward children with higher levels of internalizing behavior, whereas these children themselves displayed less initiative and less friendliness toward the teacher. Teachers displayed less friendliness toward children with higher levels of externalizing behavior, whereas these children themselves did not display less friendliness than other children. To improve teacher-child interactions, teachers should be less controlling toward internalizing children and more warm and friendly toward externalizing children.

John Bowlby’s ontmoeting met de Nederlandse kinder- en jeugdpsychiatrie: verslag van een werkbezoek in 1950
Frank C.P. van der Horst
In 1950, renowned British child psychiatrist and psychoanalyst John Bowlby visited the Netherlands as part of an investigation into the consequences of maternal separation and deprivation, a study commissioned by the World Health Organisation. Bowlby met with several leading figures in Dutch child psychiatry, a then rapidly growing and developing discipline. In this contribution, the author relates Bowlby’s trip to the Netherlands and explains its relevance in light of national and international developments in psychology and child psychiatry in the first half of the last century.

Specifieke rouwzorg een aandachtspunt voor gedragswetenschappers of niet?
Mariken Spuij, Paul Boelen

Webb, J. T., Amend, E. R., Gore, J. L., DeVries, A. R. (2013). De begeleiding van hoogbegaafde kinderen
Maartje Wijnekus

Anthony Bateman & Roy Krawitz (2013). Borderline personality disorder – an evidence-based guide for generalist mental health professionals
Marieke Schuppert