Emotional Adjustment Problems Research Articles

Parental autonomy support and parental psychological control perceptions: a study with Spanish school-aged children

ABSTRACT Objective The present study examined the antecedents and consequences of perceived parental autonomy support and psychological control. More specifically, we had three aims: a) to investigate the associations between parents’ expectations and beliefs about parenting and perceived parental autonomy support and psychological control; b) to analyse the relationships between the perceived parenting strategies (autonomy support and psychological control) and children’s outcomes: prosocial competence, emotional stability, and verbal and physical aggression and c) to test differences based on parents’ and children’s gender. Method The participants comprised 2,396 parents from Spain (1,164 fathers and 1,232 mothers) with diverse levels of qualification, professional and civil status and 1,325 children (637 boys and 685 girls) aged between 7 and 13 years old. Results Perceive parental autonomy support was positively correlated with children’s prosocial behaviour and competence: being more likely to engage in behaviours to achieve other people’s improvement or well – being. In contrast, perceived parental psychological control was positively correlated with emotional instability, and physical and emotional aggression, that is children will be more likely to develop emotional adjustment problems. Besides, we found a positive association between some negative parenting beliefs and perceived parental psychological control, and we found positive association between some positive parenting beliefs and perceived parental autonomy support. Women scoring significantly higher than men in all associations between parenting beliefs and perceived parenting autonomy support and psychological control. No relationship was found between parental separation anxiety and perceived parental autonomy support or control. Conclusions The results confirmed the importance of the role of parenting practices defined by SDT in children’s development.

Emotional Adjustment among Adolescent Students with and without Specific Learning Disabilities.

Adolescence is a psychologically vulnerable stage in which problems of emotional adjustment and psychological well-being can appear. The aim of this study is to analyse the relationship and comparison of emotional deficits and resources among adolescents with or without specific learning disabilities. We evaluated 80 students distributed into two groups: 40 adolescents with specific learning disabilities and 40 normative adolescents matched with the previous group in terms of age, sex, and school year. The study variables are internalising problems (anxiety and depression), externalising problems (aggression, anger control, defiant behaviour, and antisocial behaviour), and personal resources (self-esteem, social competence and integration, and awareness of problems), evaluated by means of the SENA test. The results indicate a positive relationship between externalising and internalising problems and a negative relationship between the latter and some personal resources in both groups. We also found that adolescents with specific learning disabilities displayed more internalising and externalising symptoms than their peers, greater awareness of their emotional difficulties, and lower self-esteem and social integration and competence. The findings highlight the need for preventive interventions that promote the psychological well-being and mental health of adolescents within the school setting at an early age.

Parents' experiences of their child's participation in divorce groups in Norway: A phenomenological study.

Children and youth who experience divorce are found to have increased risk of emotional and behavioural adjustment problems. Different prevention programmes have been developed to help and support children. Previous studies have focused on the child or the group leader's experience with divorce groups, but studies describing parent's experience are missing. The aim of this study was to explore parents' experiences of their child's participation in divorce groups. An inductive, qualitative and descriptive design was applied with philosophical orientation in naturalistic inquiry based on the outlines of a phenomenological perspective. Two fathers and three mothers from two different counties in Norway participated whereof four of them were interviewed twice. Systematic text condensation was used for the analysis. Three themes emerged from the analysis: encouraging the child, missing communication and challenging situations. Parents described how they encouraged the child to attend divorce groups and hoped they would gain a deeper understanding of their parents' divorce and their own feelings. Missing communication relates to lack of information about the groups from the school, the group leader and from the child. Missing information was found to be a challenge for the parents and made them think that the divorce group was beneficial for the child but maybe not always for the family. Parents described challenging situations due to the divorce, and they struggled to understand their child and their own behaviour. The opportunity for the child to talk to other children in the same situation in divorce groups was positive for the parents. To be beneficial for both children and their parents, structured information and cooperation among the school, the child and both parents are important. The knowledge from this study can support the development and use of intervention programmes in the future.

Effects of recreational therapy on emotional adjustment of students with intellectual disabilities

Emotional adjustment behaviours of individuals with mild intellectual disabilities were not adequately measured after a therapeutic recreation intervention. This qualitative experimental research aimed to determine the effect of a recreational therapy programme on the emotional adjustment of individuals with intellectual disabilities at Meram Melike Hatun Special Education Vocational School in Konya, Turkey between March 2019 and May 2019. Thirty-four parents of students with intellectual disabilities were recruited. The participating parents were allocated to an experimental group (n=17) or a control group (n=17). Demographic characteristics of the participants were collected with a personal information form developed based on relevant literature. The Hacettepe Emotional Adjustment Scale (HEAS) was used to collect emotional adjustment data. A pretest–post-test experimental design was used. Therapeutic recreation was applied in 16 sessions as 2 sessions per week, presented by the researchers and each lasting about 1 hour. No significant difference was found between the post-test HEAS total and sub-dimension mean scores in the experimental and control groups (p>0.05). HEAS measurements in the experimental and control groups revealed no significant difference in total and sub-dimension scores (p>0.05). Our study suggests that implementing therapeutic recreation activities in 16 sessions is insufficient, with longer-term programmes required to solve problems of emotional adjustment.

What matters to children with lower limb deformities: an international qualitative study guiding the development of a new patient-reported outcome measure

BackgroundLower limb deformities include conditions such as leg length discrepancy, lower limb deficiency and associated angular and rotational deformities of the hips, knees, ankles and feet. Children with lower limb deformities often have physical limitations due to gait irregularities and pain. The differences in the appearance and function of their lower limbs can discourage participation in social, recreational and leisure activities, which may result in behavioural, emotional, psychological and social adjustment problems. The health-related quality of life (HRQL) of these children is often impacted due to the factors discussed above, as well as by the complex surgical procedures. Surgical treatment options for limb deformities in children vary from limb lengthening and reconstruction to amputation. The lack of evidence demonstrating superiority of either treatment options and their effect on HRQL limits the ability of healthcare providers to counsel families on the best evidence-based treatment option for them.This manuscript describes the international qualitative study which guided the development of a new patient-reported outcome measure (PROM). Individual semi-structured face-to-face interviews with children with lower limb deformities and their parents were conducted at five sites: Canada (2 sites), Ethiopia, India and the USA.ResultsSeventy-nine interviews were conducted at five international sites. Five main themes emerged from the qualitative interviews and formed the basis of the conceptual framework. These themes were: 1) appearance, 2) physical health, 3) psychological health 4) school and 5) social health.ConclusionsLower limb deformities have a substantial impact on the HRQL of children. The concepts of interest identified in our study were similar across children from all countries. The conceptual framework guided the development of outcome scales specific to these patients.The information about the impact of various treatment options on the HRQL of children with lower limb deformities, collected using this new PROM, could be used to inform parents and children about outcomes (physical, social, psychological) associated with specific treatment options. This information could supplement other objective outcome information (e.g., complication rates, how the leg will look, etc.) to help families to come to a more informed decision on a child’s course of treatment.

Parent-child relationship quality and emotional adjustment among college students: The role of parental financial support

Many emerging adults experience increases in well-being as they exit adolescence, but college students are at particular risk for emotional adjustment problems, including depression and anxiety. Although receiving financial support from parents may reduce stress and aid emotional adjustment, not all parents are able to provide financial support. Maintaining high-quality relationships with parents may be particularly important for emotional adjustment in these instances. The present study examined whether the quality of parent-emerging adult relationships differed depending on level of parental financial support, and whether parental financial support moderated associations between relationship quality and emotional adjustment. Participants were 260 college students who completed questionnaires during their first and fourth year of college about the quality of their relationships with mothers and fathers, depressive and anxiety symptoms, and parental financial support. On average, parent-child relationships were high-quality, especially when parents provided more financial support. Furthermore, high-quality relationships with parents were related to fewer depressive and anxiety symptoms 3 years later for female students, especially when they received less financial support. However, high-quality relationships along with greater financial support was related to increased anxiety among male students. Results may help colleges and universities developing parent programming understand the nuanced implications of parental support for student mental health.

A-254 A Pediatric Case Study of Mild Intellectual Disability in the Context of Complex Chiari Malformation, Hydrocephalus, Cleft Palette, and Complex Psychosocial Environment

Abstract Objective Chiari malformation is a congenital condition involving structural skull defects, causing brain tissue herniation and likely resulting in hydrocephalus. People with these medical conditions are at risk for varied cognitive impairments. Recently, emerging evidence has suggested the co-occurrence of Chiari malformation and cleft palette contributing to increased cognitive challenges, highlighting the importance of introducing interventions in a timely manner. Method This case study presents on the neuropsychological profile of an 11-year-old girl with a medical history of complex Chiari malformation with accompanying hydrocephalus and syringomyelia, and lymphangioma born with cleft palette. Relevant social history includes recent parent separation and unstable home life. Presenting concerns included intermittent hand weakness and headaches status post 5 surgeries related to Chiari malformation and hydrocephalus, inattention/impulsivity, learning difficulties, and increased emotional and behavioral dysregulation. Results Neuropsychological testing revealed impairments in intellectual functioning (WISC-V FSIQ = 64), adaptive skills, attention/executive functioning, language, visuomotor skills, memory, and academic skills. Significant emotional and behavior adjustment problems were indicated, secondary to medical treatment, resulting physical limitations, and psychosocial stressors. Finally, staring spells episodes were observed that were concerning for possible seizure activity. Conclusions Recommendations were given to aid in treatment planning for her referring neurosurgeon alongside clinical interventions (e.g., psychotherapy, social work, speech/language, and occupational therapy). Recommendations related to continued intensive special education services were also provided. This case study demonstrates the need for further understanding cognitive impairment in the context of Chiari malformation with co-occurring hydrocephalus and cleft palette. Multidisciplinary collaboration is essential to facilitate the prompt introduction of appropriate clinical interventions.

Relations of friendship experiences with depressive symptoms and loneliness in childhood and adolescence: A meta-analytic review.

Well-established psychological theories indicate that interpersonal relationships and emotional well-being are linked in fundamental ways (Coyne, 1976; Sullivan, 1953). Indeed, difficulties in close relationships can contribute to emotional adjustment problems, and emotional problems can adversely affect close relationships. Moreover, different close relationships are especially significant in terms of development and adjustment at different stages of the life span. The current review focuses on childhood and adolescence, developmental stages at which friendships are particularly important. This article presents the results of 16 meta-analyses including 589 unique effects from 233 studies that examine concurrent and longitudinal associations between youths' friendship experiences (number of friends, positive friendship quality, negative friendship quality) and their emotional adjustment (depressive symptoms and loneliness). Studies examining these associations are mixed in regard to whether significant effects emerge. The current research synthesis provides more stable estimates of the effects. In fact, relatively small but significant concurrent and longitudinal associations emerged between the 3 indices of friendship with depressive symptoms and loneliness. The results also suggest that friendship experiences may be more closely linked with loneliness than depressive symptoms and that negative friendship quality may be related to friendship experiences more strongly than number of friends or positive friendship quality. Interestingly, some of the relations were found to be stronger for younger youth. Implications for prevention and intervention efforts are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The Impact of Cybervictimization on Psychological Adjustment in Adolescence: Analyzing the Role of Emotional Intelligence.

Cybervictimization has been associated with serious emotional adjustment problems such as low self-concept and depressive symptomatology. In addition, these problems can negatively affect the well-being of the victims, manifesting in their levels of satisfaction with life. However, it should be noted that not all cybervictims develop these consequences with the same intensity. These differences seem to be related to the development of emotional intelligence (EI), as it can positively influence adolescents’ emotional adjustment and well-being even when problems arise. The objective of this work was to analyze the role of EI on cybervictimization and adolescents’ emotional adjustment, especially in self-concept, depression, and life satisfaction. The participants in the study were 1318 adolescents of both sexes and aged between 11 and 18 years (M = 13.8, SD = 1.32), from four secondary compulsory education centers in Spain. EI influences the relationship between self-concept and life satisfaction, and between depression and life satisfaction. In addition, the relationships of cybervictimization with self-concept and depression are influenced when introducing EI and its dimensions (emotional attention, clarity, regulation). These data support the idea that EI may affect the relationship between cybervictimization and adolescents’ emotional adjustment.

What Do We Know About the Preterm Behavioral Phenotype? A Narrative Review.

Preterm birth is associated with a significantly increased risk for childhood and adolescent psychopathology relative to full-term birth, with an inverse relationship between gestational age at birth and later risk for psychopathology. The manifestation of symptomatology and comorbidity profiles of emotional and behavioral adjustment problems in this high-risk group have been shown to be distinct from the broader pediatric population. Acknowledging these differences, a preterm behavioral phenotype has been proposed and increasingly recognized, highlighting the unique, frequent co-occurrence of symptomatology associated with attention-deficit/hyperactivity disorder, autism spectrum disorder, and anxiety disorders. The current state-of-the-art review provides a comprehensive characterization of this phenotype to date and further highlights key knowledge gaps primarily regarding the evolution of symptoms, co-occurrence of disorders and/or symptomatology within the phenotype, and associations of the phenotype with chronological age and degree of prematurity.

Predictors of parenting self‐agency among mothers receiving substance abuse or mental health treatment

Mothers' mental health or substance use disorders impact the behaviours of their children both short-term and long-term. There is increased concern for mothers with mental health or substance use disorders to effectively handle parenting challenges. Children of these mothers are at risk for emotional and behavioural adjustment problems as well as poor academic performances. Parenting self-agency refers to parents' perceptions of their confidence and ability to overcome barriers and manage issues in parenting. Examining the factors that predict parenting self-agency aids in understanding how nurses can assist mothers and families. The purpose of this study was to explore predictors of parenting self-agency among mothers who are impacted by mental health or substance use disorders. A secondary analysis was conducted using the baseline assessment data of a randomized trial that examined the efficacy of a nurse-led family-strengthening home-health intervention. The data were obtained from 172 mothers who were receiving outpatient treatment for substance use or other mental health disorders and had children under 18. A multivariate linear regression analysis was conducted to find predictors of parenting self-agency among participating mothers. The authors found that increased children's externalizing problems and intensity of hassle predicted lower parenting self-agency, and family cohesion predicted higher parenting self-agency. The authors conclude that treatments need to address family as a whole to increase mothers' parenting self-agency, thus assisting these mothers in raising their children in the best possible environment.

The Ubiquitous Family Environment: Examining Emotional Insecurity in the Family and Adjustment in School

The present study examines adolescents' emotional insecurity and problem behaviors at school. Adolescents (n = 280; 136 boys, 144 girls, Median age = 13) and their parents reported on adolescents' emotional security and adjustment problems. Adolescents' teachers (n = 240) also reported on adolescents' school adjustment. Results support that emotional insecurity is related to adjustment problems in the home and at school. Emotional insecurity in the family system was a better predictor of adolescents' adjustment problems than emotional insecurity in the interparental relationship. Findings have implications for teachers, parents, school administrators and policy‐makers, as adolescents' problem behaviors at school can be explained by their emotional insecurity.

Effects of adapted physical activity applied on intellectual disability students toward level of emotional adjustment, self-managingand the socialization: Parent and teacher interactive research

The purpose of the research is to investigate the effects of adapted physical activity applied on intellectual disability students toward level of emotional adjustment, self-managing and the socialization. The study was designed as pretest-posttest experimental model. Intellectual disab 12 students from 5th and 6th grade who continue their education at the public school in Esenyurt district of İstanbul in 2015-2016 academic year spring semester. Adapted physical activity program was applied the students for 2 days 1 hour per week for 12 week. Hacettepe Emotional Adjustment Scale, Self-Managing and Socialization which of subheading AAMD Adaptive Behavior Scala were used to collect data. Pretest-posttest descriptive analysis was and Wilcoxon Test was used in dependent comparisons. The results showed that decline in students’ pretest-posttest mean scores of neurotic problems and behavior problems was seen according to mothers and the school counselor of the students. An increase was observed in pretest-posttest mean scores of self-managing and socialization on behalf of the posttest. According to data from mother and school counselor, significant differences were determined between pretest-posttest on behalf of the posttest in neurotic and behavior problems which of subheading Emotional Adjustment Scale, self-managing and socialization which of subheading AAMD Adaptive Behavior Scala. Adapted physical activity applied on intellectual disability students affected positively level of emotional adjustment; self-managing and the socialization were seen. Additionally students’ socialization scores increased and emotional adjustment problems decreased were observed.

E-Therapy to reduce emotional distress in women undergoing assisted reproductive technology (ART): a feasibility randomized controlled trial.

Is it feasible to evaluate a personalized e-therapy program (Internet based) for women during fertility treatment aimed to reduce the chance of having clinically relevant symptoms of anxiety and/or depression after unsuccessful assisted reproductive technology (ART) treatment within a randomized controlled trial (RCT)? The evaluation of a personalized e-therapy program is feasible, reflected by good acceptability and integration within current guidelines, but adjustments to the e-therapy program and study design of the RCT have to be made to enhance demand, practicality and efficacy. Internet-based interventions are promising in reducing psychological distress, especially when treatment is personalized to specific risk profiles of patients. However in fertility care, the beneficial effects of personalized e-therapy on psychological distress and its implementation in daily clinical care still have to be evaluated. To evaluate the feasibility of a personalized e-therapy program, we conducted a two-arm, parallel group, single-blind feasibility randomized controlled trial with a 1:1 allocation. Feasibility was assessed in terms of demand, acceptability, practicality, implementation, integration and limited efficacy. Women were included between 1 February 2011 and 1 June 2013. Women in the control group received care as usual, whereas women in the intervention group received in addition to their usual care access to a personalized e-therapy program. Women were monitored until 3 months after the start of their first ART cycle. In a university hospital in the Netherlands women who were screened as at risk for emotional adjustment problems and intended to start their first ART cycle were invited, and of them 120 were randomized. Of these women, 48% in the intervention group were compliant to the intervention. Outcome measures associated with the feasibility to analyse this e-therapy program within an RCT were assessed. It is feasible to evaluate a personalized e-therapy program within an RCT. The acceptability was good, as was the integration within current clinical guidelines and care. However, the demand reflected by a participation rate of 44% was low, since most women declined participation because they felt no need for support at that moment. The practicality of the intervention was moderate illustrated by a relatively high dropout rate (30%) due to practical concerns. The intervention was effective, shown by a reduction in the percentage women having clinically relevant symptoms of anxiety and/or depression in the compliant intervention group compared with the control group 3 months after the first ART cycle; risk difference of 24% (95% CI: 2-46%; ITALIC! P = 0.03). The large non-participation rate (56%) needs further evaluation. This also could have influenced results on limited efficacy. Barriers for participation could be assessed more in-depth. Moreover, ∼30% dropped out. This percentage is comparable with other e-health studies. Finally, this is a single-centre study. Generalizability could be enlarged by a multi-centre approach. In clinical fertility care, personalizing an e-therapy program to the patients' risk profile is promising and feasible. However, in future studies, we recommend modification of the study protocol by for example offering the intervention to the preferred moment in the treatment process. Moreover, adjustment of the study protocol tailored to the found barriers and facilitators is needed. When performing a multi-centre consecutive RCT to assess the effectiveness of personalized e-therapy in fertility care, the findings of this study, for example concerning the preferred timing or reasons for non-participation, could be helpful. NutsOhra (Study Number 0702-94) funded this study with an unrestricted grant. There were no competing interests. ClinicalTrials.gov NCT 01283607. 21 January 2011. February, 2011.

Relational aggression and psychological control in the sibling relationship: mediators of the association between maternal psychological control and adolescents' emotional adjustment.

The association between mothers' psychological control and their children's emotional adjustment problems is well documented. However, processes that may explain this association are not well understood. The present study tested the idea that relational aggression and psychological control within the context of the sibling relationship may help to account for the relation between mothers' psychological control and adolescents' internalizing symptoms. Older (M = 16.46, SD = 1.35 years) and younger (M = 13.67, SD = 1.56 years) siblings from 101 dyads rated the psychological control they received from mothers and siblings, and the relational aggression they received from siblings. Despite some similarities between psychological control and relational aggression, confirmatory factor analyses provided evidence that the two sibling processes are distinct. Maternal psychological control was related to psychological control and relational aggression within the sibling relationship, which were related to adolescents' anxiety and depressed mood. In addition, sibling relational aggression was a more powerful mediator of the relationship between maternal psychological control and adolescent adjustment than sibling psychological control.

Problem Situations Experienced By Urban Middle School Students With High Incidence Disabilities That Impact Emotional and Behavioral Adjustment

A mixed methods approach was used to identify problem situations in peer and school contexts experienced by urban middle school students with high incidence disabilities that may impact their emotional and behavioral adjustment. A survey and semi-structured interview were conducted with a predominantly African American sample (95%) of 74 adolescents (61% boys) with high incidence disabilities (71% with learning disabilities, 15% with intellectual disabilities, and 14% with emotional or behavioral disorders). Focus groups were conducted with 35 school staff members. Based on the survey data, 14 peer and school problem situations were rated as frequently occurring and difficult to cope with. Data from the student interviews and focus groups revealed five themes of problem situations, including three in peer (i.e., peer influence, provocation, and teasing) and two in school (i.e., academic challenges and student–teacher relationships) contexts. These findings have important implications for school-based interventions focused on reducing risk for emotional and behavioral adjustment problems.

Adjustment Problems among Mothers of Children with and without Autism Spectrum Disorder

The present study compared adjustment problems in mothers of children with Autism Spectrum Disorder (ASD) with mothers having normal children. 132 mothers (122 mother from main study and 10 mothers from pilot study) of children with ASD (Clinical group, n=66) and mothers with normal children (Normal group, n= 66) were included in study. Mothers of ASD children were recruited from six different institutions for mentally challenged children. Mothers of normal children were taken from six mainstream schools. Data was collected by administering a Demographic Questionnaire, Bell's Adjustment Inventory and Self Report Questionnaires. ACross Sectional Research Design was used. Descriptive statistics, Independent sample t–test was used to analyze the data. Results showed that mothers of children with ASD reported greater Emotional Adjustment Problems, Health Adjustment Problems, and Social Adjustment Problems as compared to normal group. Conversely, there was no difference in mothers on Home Adjustment. These findings have implications for intervention with mothers of children with ASD. Future studies need to focus on maternal counseling that would help in decreasing their adjustment difficulties.

Dikkat Eksikliği Hiperaktivite Bozukluğu olan Çocukların Ebeveynleri ve Kardeşlerinde Psikopatoloji / Psychopathology İn Parents And Siblings Of Children With Attention Deficit Hyperactivity Disorder

Objective: In this article, developmental and psychosocial adjustment problems observed in parents and siblings of children with Attention Deficit Hyperactivity Disorder (ADHD) are aimed to review. Method: For this purpose we searched Medline, and examined books related with the subject and previous studies related with these families. Results: ADHD, other psychiatric disorders and social emotional adjustment problems were more frequently seen in parents and siblings of children with ADHD. Discussion: Because of the genetic and psychosocial effects on the family, the risk of psychopathology is increased in parents and siblings of children with ADHD. In order to decrease the risk and have early diagnosis and interventions, families should be informed and involved in the treatment process.

Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolar: Estudio comparativo

El propósito del trabajo fue estudiar el ajuste socioemocional y los problemas de conducta, evaluados por madres y profesores, en niños de 11 años de edad, y su relación con el rendimiento y las competencias académicas en Educación Primaria. Profesores y madres cumplimentaron la Batería de Socialización (BAS; Silva y Martorell, 1999) en una muestra de 49 niños, pertenecientes a un estudio longitudinal más amplio. El rendimiento académico se evaluó a través de las calificaciones del profesor y de una prueba estandarizada. Las competencias académicas se midieron a través del cuestionario Health Resources Inventory (HRI; Keogh, Juvonen, y Bernheimer, 1989). También se controló el efecto de la inteligencia mediante el CI verbal de los niños. Nuestros resultados indican acuerdo entre profesores y madres en la evaluación del ajuste socioemocional positivo y del retraimiento de los niños, pero señalan discrepancias en la relación que los diferentes aspectos del ajuste socioemocional mantienen con el rendimiento y con las competencias académicas. Estos datos sugieren que las madres tienen una visión cercana a la del profesor en relación con los comportamientos socioemocionales de los niños, pero únicamente la visión del profesor guarda relación con la ejecución académica del niño. Además, tanto la inteligencia como el ajuste socioemocional son necesarios para explicar el rendimiento y las competencias académicas.

Psychosocial Adjustment among Children Living with HIV/AIDS

HIV positive children are discriminated and stigmatised by the society . They are deprived of one or more necessities of life. These children are left helpless, abandoned, neglected by the parents/ caregivers due to social, economic and personal reasons like gender, domicile, age, etc. In this context they may develop and face a lot of psychosocial adjustmental problems. Objectives of the present study are formulated as: 1) To study the level of psychosocial adjustment of children living with HIV/ AIDS and non-HIV/AIDS; 2) To study the psychosocial adjustment among boys and girls living with HIV/AIDS; 3) To study the psychosocial adjustment among rural and urban children living with HIV/AIDS. For this 800 children were selected as participants; among them 400 were living with HIV/AIDS and 400 were non-HIV/AIDS. The selected children were measured on adjustment inventory.The findings indicated that the children living with HIV/AIDS were having higher social, emotional and educational adjustment problems than children living with non-HIV/AIDS. Further, girls and rural children living with HIV/AIDS were having statistically higher social and emotional adjustment problems than boys and urban children.