Behavioural family intervention (BFI) as a treatment approach emphasises the importance of family interaction patterns in the origins, maintenance, and treatment of child behaviour problems. The BFI Field can document substantial contributions to the development of more effective treatments with children, particularly those with conduct problems. Furthermore, this approach is now being applied to new areas with encouraging results (eg. pain, chronic health problems, anxiety disorders, and learning difficulties). There is increasing evidence that this technology is not a panacea and that good clinical outcomes can be difficult to achieve when children's problems are complicated by other indices of family adversity (eg. marital discord, maternal depression, alcohol abuse, or poverty). This special issue of Behaviour Change documents recent developments in BFI which attempt to improve outcomes with high risk groups. Applications of BFI with depressed and marital distressed parents and with children who are developmentally disabled, anxious, or have learning difficulties, are discussed. Finally, the issue points towards the use of BFI as a strategy for preventing disruptive behavioural disorders in children.

Studies examining the musical mood induction procedure (MMIP) currently typically involve the experimenter preselecting a piece of music for use with all subjects. This assumes that the same piece of music will be equally effective at eliciting low mood for all subjects. The validity of this assumption was evaluated among 12 bulimic and 12 control women. Subjects listened to seven preselected pieces of music and rated them according to how likely it would be that the piece of music would help them to lower their mood / feel sad. Analysis showed that subjects were highly individual in their responses, and that it could not be assumed that the same piece of music would be equally effective at eliciting low mood across subjects.

This study explores the impact of a cognitive behavioural lifestyle program, the Choose Health Program, on psychosocial wellbeing in overweight and obese adolescents. The sample comprised 29 male and 34 female adolescents aged 11.5 to 18.9 years (M = 14.3, SD = 1.9) and classified as overweight (n = 15) or obese (n = 48). Participants were randomly allocated to treatment or wait-list control conditions; participants allocated the wait-list condition were offered treatment after 6 months. Adolescents and parents completed self-report measures of psychopathology, psychosocial and family functioning. Treatment did not have detrimental effects on the psychosocial factors assessed. It resulted in significant improvements in weight control behaviour, impulse regulation, social support from family and parent–adolescent problem communication (p < .05). Similar results were obtained with completer and intention-to-treat analyses. Treatment acceptability was high, with all respondents indicating that they made progress. Combined, results indicate that treatment did not have detrimental effects on psychopathology, psychosocial functioning, or family functioning. Treatment resulted in significant improvements in impulse regulation, social support from family and parent–adolescent communication. Thus, parents and professionals can be assured that a comprehensive, multifaceted, parent-supported, cognitive behavioural intervention for overweight and obese adolescents does not cause psychological harm.

The failure of the school system to effectively provide for the basic skill development of each its pupils is of concern to both the general and research communities. It is especially salient for those inclined towards empiricism as there are behavioural approaches to teaching, with excellent research support, which could make a major contribution to the prevention and alleviation of this distressing problem. Unfortunately, the evidence for the effectiveness of such programs is largely ignored by educational decision makers. One example of this group of behaviourally based models is known as direct instruction. It is contrasted with the currently popular approach to teaching called whole language, one with little empirical support and major theoretical weaknesses. The broader issue, examined within the context of this educational problem area, concerns researchers' responsibility for the dissemination and application of their work within the community.

This study examined the impact and side effects of a cognitive behavioural program for the treatment of recurrent abdominal pain (R.A.P.) on children's behavioural adjustment and family functioning. It assessed the extent to which changes in children's pain symptoms covaried with family processes thought to be etiologically significant in cases of R.A.P. Results showed that pain symptoms of both experimental and control children improved significantly six months after initial assessment. Treatment achieved its objectives more quickly with a higher proportion of completely pain-free children. None of the measures of child adjustment or family conflict, expressiveness, independence or achievement orientation were associated with changes in pain intensity ratings or parent observational measures of pain behaviour. There was no evidence that treatment was associated with any negative side effects.

Twenty, fifth- and sixth-grade students who reported mild depressive symptomatology were placed into a brief intervention program. The program was conducted over eight, weekly, 90-minute sessions and aimed to teach students depression management strategies and positive coping skills. Significant reductions in symptoms of depression, anxiety and externalising behaviour were found and maintained for six months. The results lend support to the effectiveness of this brief program for early intervention in depression. The potential for the program to prevent the later development of clinical depression and related problems is discussed.

The clinical literature has long acknowledged the paradoxical findings that deliberate attempts to suppress particular thoughts actually increase their occurrence. The unwanted, intrusive thoughts that are a major feature of obsessive disorders, depression, sleep disorders, and a range of other disturbances are of particular clinical concern. The exploration of psychological factors associated with cognitive control is, therefore, clinically relevant. The present paper considers the role of mental control and thought suppression in bulimia nervosa in explaining the occurrence of unwanted thoughts and feelings, specifically in relation to weight, shape, and food. Our fundamental argument is that suppression of thoughts of food, weight, and body shape can lead to the increased frequency of these thoughts. The increase in unwanted thoughts is likely to result in a loss of control over eating, and lead to the escalation and perpetuation of bulimia. Dietary restriction is likely to be associated with successful suppression, and binge-eating with failed suppression. Indeed, the initial success of suppression paradoxically causes its inevitable failure. We conclude that the suppression of thoughts of food and weight or shape in bulimia nervosa is maladaptive and counterproductive. In addition, the therapeutic implications of thought suppression are considered.

Medically unexplained symptoms (MUS) are not only common and distressing, but are also typically poorly managed in general medical settings. Those suffering from these problems tend to incur significantly higher health costs than the general population. There are many effective treatments for different MUS; these are almost entirely based on cognitive-behavioural approaches. However, the wide range of treatment protocols tend to be ‘syndrome specific’. As such, they do not generalise well in terms of training and application, making them expensive and difficult to disseminate, suggesting the desirability of developing a transdiagnostic approach. The general basis of such a CBT grounded transdiagnostic approach is considered, and the particular need to incorporate cognitive elements of both anxiety or health anxiety (threat) and depression (loss) is highlighted. Key empirically grounded and evidence-based processes (both specific and general) previously identified as underpinning the maintenance of MUS are delineated. The way in which these can be combined in a transdiagnostic model that accounts for most MUS presentations is presented and linked to a formulation-driven transdiagnostic treatment strategy, which is described. However, the need to take more syndrome-specific issues into account in treatment is identified, suggesting that the optimum treatment may be a hybrid transdiagnostic/specific approach with formulation, shared understanding, belief change strategies, and behavioural experiments at its heart. The generalisation of such approaches to psychological problems occurring in the context of ‘long-term conditions’ is identified as a further important development that is now within reach.

Relapse prevention (RP) plays a significant role in current treatments and post-treatment approaches to substance abuse problems. It is also widely used in a number of other problem areas, including other addictive behaviours and sexual offending. The widespread use of RP in various fields is due to both its clearly articulated theoretical basis, which has significant face validity, and its transferability into clinical practice. Also, there is a growing (though arguably still modest) body of empirical evidence that demonstrates its efficacy in a range of therapeutic contexts. However, arguably, in terms of both the theoretical underpinnings and the practical application of RP there is room for improvement. This article hypothesises that one of the key weaknesses of RP is that it takes a generally unconstructive approach to the therapeutic process through the use of negative concepts and avoidance goals. It is suggested that a ‘good lives’ framework of psychological wellbeing can provide a means of remedying these weaknesses of the traditional RP model. It is argued that a good lives framework can lead to a more optimistic approach to the prevention of relapse among individuals with substance use problems.

There is empirical support for the transtheoretical model (TTM) of change within the health and psychopathology-related areas, but relatively little research into its applicability in relation to academic settings. The aim of the study was to investigate whether the TTM is applicable to the adoption of improved study skills. Participants were 148 first-year university students. A 2-factor (pros and cons) study-related decisional balance measure was developed and participants completed questionaries assessing their readiness to change, self-efficacy, study strategies and decisional balance. Decisional balance pros and cons were as predicted by the TTM. Cons were higher than pros in precontemplation and pros were higher than cons in maintenance. Self-efficacy increased from contemplation through to maintenance, and students in action and maintenance showed an increase in the use of deep achieving study strategies and a decrease in the use of surface strategies. The data provides initial support for the applicability of the TTM to academic performance enhancement. The TTM may be a useful psycho-educational tool that can facilitate the adoption of improved study strategies through coaching.

Children exposed to traumatic events either recently (Study 1) or in the past (Study 2) were administered the Autobiographical Memory Test (AMT). In Study 1 (N = 67), when asked to retrieve memories from the 24-hour period following their trauma, children with higher levels of acute stress disorder symptoms retrieved a greater number of specific memories on the AMT than either children with low acute stress levels or hospital control children; no difference between groups was observed when memories were retrieved from a period that predated their trauma. However, in Study 2 (N = 67) children with posttraumatic stress disorder retrieved fewer specific memories than non-PTSD controls. The two studies represent the first occasions that AMT performance has been examined in acutely traumatised children and in a sample of children stringently diagnosed with PTSD respectively. The findings underscore the need for further prospective research with clinical samples of children who have experienced trauma.

Anxiety and depression are common problems experienced by children and adolescents that, without an effective intervention, can lead to a series of negative consequences. The aim of this study was to evaluate the effectiveness the Spanish version of the FRIENDS for Life program (Barrett, 2008a, 2008b), a social and emotional skills program that uses cognitive-behavioural techniques for the prevention and early intervention of anxiety and depression. The program was implemented at the selective level of prevention with girls living at an orphanage in Mexico. Participants received the program for 10 consecutive weeks, and pretest and post-test measures were administered. Measures evaluated participants’ anxiety and depressive symptoms and risk status, proactive coping skills, levels of self-concept, self-esteem, and optimism. Social validity was also assessed. Results showed positive changes particularly in optimism and self-concept. Particular items and subscales of the measures also reported statistically significant changes, such as a decrease in worry, physiological symptoms of anxiety, and negative mood, and an increase in self-esteem at home and with peers. Participants evaluated the program as enjoyable and useful. Implications of the findings and further research are discussed.

This invited paper is a review of the significance of couple relationships to the practice of all therapists. The article begins with a summary of the evidence on the centrality of committed couple relationships to the lives and wellbeing of adults, and the association of the quality of the parents’ couple relationship on the wellbeing of children. We argue that the well-established reciprocal association between individual problems and couple relationship problems means that all therapists need to pay attention to how a couple relationship might be influencing a client's functioning, even if the relationship is not the presenting problem. There is an outline the evolution of current approaches to behavioural couple therapy, and the current state of the art and science of couple therapy. We present an analysis of the evidence for couple therapy as a treatment for relationship distress, as well as couple-based treatments for individual problems. This is followed by a description of the distinctive challenges in working with couples and how to address those challenges, and recommendations about how to address the needs of diverse couple relationships. Finally, we propose some core therapist competencies needed to work effectively with couples.

This overview examines the nature, prevalence, and impact of child sexual abuse. Associations and potential risk factors are identified, thus showing that child sexual abuse is not randomly distributed through the population. Finally, we discuss the ways in which clinicians and researchers have conceptualised the impact of child sexual abuse. A social and developmental model is outlined.

A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.

The present study involved the random allocation of 22 obsessive-compulsive (OC) washer/cleaners to one of two treatment conditions: Danger Ideation Reduction Therapy (DIRT), or Exposure and Response Prevention (ERP). Participants received 12 1-hour individual clinical sessions and were assessed at pretreatment, posttreatment and at a 6-month follow-up with a battery of 17 measures assessing core obsessive-compulsive disorder (OCD) symptomatology, depression, stress, general anxiety, disease expectancy and perceived responsibility. DIRT subjects experienced significantly greater before to after-treatment reductions in symptomatology on six outcome measures. On 10 of the remaining 11 measures, posttreatment mean scores were lower in the DIRT condition than in the ERP condition, though differences between groups failed to reach significance. Of note, on 3 of the 17 measures, DIRT subjects experienced significantly greater posttreatment to follow-up symptom reduction. Finally, and most importantly, symptom change (regardless of treatment condition) was shown to significantly correlate with change in threat or disease expectancy across the trial. No relationships were found between improvements in perceived responsibility and any of the dependent variables. The findings suggest that DIRT and ERP may be working by reducing specific beliefs in threat; the former treatment being more effective in producing such change than the latter.

The present study examined the relationship between anxiety and depression, on the one hand, and reduced evidence for danger (RED) bias and other threat perception abnormalities, on the other hand. A nonclinical sample of school children (N = 138) completed a brief measure of childhood anxiety and depression symptoms and were then exposed to a series of pictures taken from projective tests. Results showed that (a) anxiety was accompanied by RED bias and other threat perception abnormalities, (b) depression was less convincingly associated with such cognitive distortions, and (c) anxiety-related threat perception abnormalities were not merely the result of a stronger tendency to give affirmative responses. The role of threat perception abnormalities in the pathogenesis of childhood anxiety as well as the clinical implications of these cognitive phenomena are briefly discussed.

This article reports on the initial effects of the Early Impact (EI) Program, a preventative program that includes home and school components designed to arrest the development of conduct problems in preschool-aged children. Participants included 455 preschool-aged children enrolled across 10 schools. Schools were randomly assigned to either EI or control conditions. All participants were screened at the commencement of the academic year to determine those children considered more at risk for ongoing conduct problems. Following screening n = 66 children were identified in the intervention group and n = 69 in the control. The intervention commenced in the second term of the academic year and ran over a 10-week period. Teachers involved in the intervention were highly engaged and satisfied with the program design. Improvements were reported at the school level at post-intervention with mixed evidence of durability of change at 6-month follow-up. Parent participants were more difficult to engage and reported no changes in the behaviour of children in the home. The study provides initial evidence of the efficacy of the EI intervention as a means of preventing conduct problems in young children at the school level; however, issues associated with parental engagement and home-based change remain to be solved.

Australia is a culturally diverse country with many migrant families in need of support and assistance from clinical psychologists. Yet, surveys indicate that migrants do not feel comfortable in accessing community mental health services, due to the lack of cultural sensitivity and understanding of our current practices. Despite this finding, there remains a paucity of research on migrant families, their different values and needs, and how they adjust to the Australian culture. The present article reviews research on migrant children, their characteristics, and the factors that help or hinder healthy adjustment to a new culture. This review focuses particularly on anxiety, which is not only the most common form of childhood psychopathology, but also frequently coincides with stressful life events such as migration. Our review concludes with recommendations for the development of assessment and intervention protocols, and areas of future research.

Despite substantial evidence of the detrimental effects of ruminative self-focus, paradoxically (as noted and reviewed by Watkins, 2004) there are clear suggestions that under some circumstances self-focused attention can actually promote well-being and confer benefits. We sought to replicate the findings of Watkins (2004) that adopting an abstract/analytical mode of processing following a negative event results in increased spontaneous intrusions of the event; that is, results in poor emotional processing. In the current study 57 low (BDI-II ≤ 7) and 59 high (BDI-II ≥ 12) dysphoric undergraduate participants viewed a four minute emotion-eliciting video, were randomly assigned to an analytical, experiential, or distraction processing condition, then monitored the frequency of video-related intrusions. Results indicated the effectiveness of the video in inducing moderately distressing intrusions, and suggest that the hypothesised effects of ruminative self-focus on intrusion severity may be dependent upon the self-referential nature of the material to be processed. Results did support previous findings (Williams & Moulds, 2007) that intrusion-related distress is not merely a function of intrusion frequency. Directions for future investigations of the cognitive processes that are important in the maintenance of depressive disorders are discussed.