To investigate the relations between acting the bully, being bullied, seeing someone bullied and depression in children.

108 children (6 to 13 years of age, students of one school - 1st to 7th grade) participated in this study. They completed questionnaires regarding acting the bully, being bullied and seeing someone bullied. The questionnaires include 5 psychological bully questions respectively, and they consist of 15 questions. The Center for Epidemiologic Studies Depression Scale (CES-D) Japanese-version was also completed by the children.

12 children scored 16 or higher on CES-D. The children were supposed depression. 50 children answered “yes” to one or more question of 5 ones with regard to acting the bully. They were supposed acting the bully. 67 children and 75 children were supposed being bullied and seeing someone bullied respectively. Logistic regression analysis was performed to determine whether acting the bully, being bullied and seeing someone bullied were associated with depression.Being bullied was significantly associated with depression [Odds ratio 21.82 (95% confidence limits 1.86-256.20)]. Acting the bully was associated with depression [Odds ratio 4.681(95% confidence limits 0.767-28.580)]. Seeing someone bullied had no association with depression [Odds ratio 0.10(95% confidence limits 0.01-0.74)].

Being bullied greatly affected the emotion. Younger children are said to be more likely to be victims of bullying. Appropriate interventions in the school children are needed.

Studies suggest that psychosocial events (stressors) may play a role in the precipitation of the episodes of Depression. Some individuals become upset by one episode. Others do not feel stress. Such trait affects their feelings.

Subjects are 108 children. They are 6-13 years old. The subjects completed the Center for Epidemiologic Studies Depression Scale (CES-D) Japanese-version. They also completed “the Depressive Trait Questionnaire”. It consists of the descriptions of 12 events. Subjects were asked how they concerned themselves about each event, if the events occurred. Subjects marked as follows; 0: not at all, 1: a little, 2: deeply and 3: overly.

108 children completed the Center for Epidemiologic Studies Depression Scale (CES-D); mean score: 8.56, standard deviation: 8.87. The scores of CES-D of these children ranged from 0 to 54. Children whose CES-D were 16 and more were supposed to be with depression. Factor analysis was performed on the 12 item scores of “the Depressive Trait Questionnaire”. The items which loaded Factor 1 represent anxiety for interpersonal relationship. The items which loaded Factor 2 and Factor 3 represent the image of loss and the emotion of anger respectively. Using logistic regression analysis, Anxiety subscale was significantly associated with depression (odds ratio 1.48, 95% confidence interval 1.17-1.87).

Among children to age 13, high subscale score of Anxiety may increase odds of depression. Anxiety may lead children to depression. It is needed to help children deal with anxiety for interpersonal relationship.

To report a 9-year-old girl with semantic-pragmatic language disorder.

Clinical manifestations and neuropsychological findings of the girl are presented.

The difficulties have occurred in communication. The difficulties have interfered with peer communication since she was a toddler. She cannot find appropriate words to explain what she would like to do or what she had done. She has made vocabulary errors. It is sometimes to say incorrect grammar. She has had difficulty understanding words. Tasks involving memory (e.g., memorizing writing Kanji or Kanji compounds) has been excellent for her. Japanese children are made to study a lot of kanji. Kanji has a complex shape. Though she can read and write Kanji, she cannot understand the words. Qualitative impairment in social interaction or restricted, repetitive, and stereotyped patterns of behavior had not been found. She has also short attention span. She had been diagnosed with Attention-Deficit/Hyperactivity Disorder the Predominantly Inattentive Type when she was aged 5 years.

The Wechsler Intelligence Scale for Children (WISC-III) was administered to her (FIQ = 103, VIQ = 97 and PIQ = 108). The scores on Illinois Test of Psycholinguistic Abilities Japanese-version were substantially below those obtained from standardized measures of nonverbal intellectual capacity. There was a discrepancy between the abilities of verbal and non-verbal semantic comprehension.

Atomoxetin has been administered to her. Her mother and her teachers understood her manifestations. Using pictures or other concrete examples, she has been educated. Gradually, she became to be interested in the meaning of words.