This study explored the moderating effect of body dissatisfaction (BD) on the relationship between perfectionism and weight restricting and control behaviours (WRCBs). A sample of 167 female undergraduates completed self-report measures of perfectionism, BD and WRCBs. BD was not found to moderate the relationship between either perfectionism and dieting, or perfectionism and exercise. Instead, BD uniquely predicted both dieting and exercise, as did the perfectionism dimensions of self-oriented perfectionism, concern over mistakes, parental standards, and organisation. BD moderated the relationship between perfectionism and purging for analyses involving self-oriented perfectionism, concern over mistakes, and doubts about actions, such that there was a significant positive association between perfectionism and purging when BD was high but not low. Perfectionism and BD are important in different ways to WRCBs. The importance of measuring multiple dimensions of perfectionism and differentiating between the various types of WRCBs is highlighted.

Evidence-based parenting support (EBPS) programs derived from social learning theory, cognitive behavioural principles, and developmental theory are among the most successful innovations in the entire field of psychological intervention. EBPS programs have been at the cutting edge of global dissemination efforts to increase community access to evidence-based parenting programs. Despite the widely recognised success of these efforts, existing models of parenting intervention are not a panacea, and much can be done to improved outcomes. Efforts to improve outcomes have included the emergence of a population-based approach to increase reach of intervention. This has included the development of flexible delivery modalities, including online parenting interventions, the incorporation of strategies to enhance cultural relevance and acceptability of programs, and more recently, applications with parents in very low resource settings. Further enhancements of outcomes are likely to be forthcoming as we gain a better understanding of the mechanisms that explain positive intervention effects and non-response to interventions. More cost-effective online professional training models are needed to disseminate and promote the sustained use of EBPS programs. New interventions are required for the most vulnerable parents when parenting concerns are complicated by other problems such as trauma, addictions, relationship conflict, family violence, mental health problems and intergenerational poverty. However, to scale effective programs, Commonwealth and state government policies and funding priorities need to respond to evidence about what works and make sustained investments in the implementation of parenting programs. Possible strategies to enhance the policy impact of intervention research are discussed.

This review examines the application of online interventions to the treatment of obesity. The unprecedented prevalence rates of overweight and obesity worldwide are indicative of the need to develop efficacious treatment alternatives. While research suggests that diet, physical activity and behaviour therapy are core components of effective obesity treatment programs, their ability to penetrate large portions of the population is limited. The empirically verified effectiveness of online interventions for disorders such as depression and social phobia, coupled with unparalleled rates of internet access, suggest that online interventions for overweight and obesity are a feasible and logical treatment modality. A limited number of randomised controlled trials reviewed in this article have evaluated the efficacy of this treatment alternative. Results are promising and encourage further use, development and empirical research in this area.

This article presents a panel discussion on the integration of homework assignments into cognitive behaviour therapy sessions. The panel comprised experts in research and practice who had been invited as keynote presenters for the 32nd National Conference for the Australian Association of Cognitive and Behaviour Therapy. Experts responded to questions about the definition of homework, the mechanism by which homework produces its effects, and the relative importance of homework adherence for effective therapy. Interwoven through the discussion was an emphasis on a collaborative approach to homework, as well as specific recommendations for the integration of homework into sessions. Selected case illustrations were also discussed.

Psychological and educational interventions are valuable adjuncts in the management of adult atopic dermatitis. We performed a systematic review and meta-analysis of randomised controlled trials (RCTs) of the efficacy of these interventions. Twelve articles published between 1986 and 2013 were identified through electronic searches. The methodological quality was assessed according to the Cochrane Handbook for Systematic Reviews of Interventions, version 5.1.1 (Higgins & Green, 2015). A random-effects model was used to estimate the standardised mean difference (SMD). No significant difference was found in eczema severity determined in three RCTs (124 participants; SMD, -0.29; 95% CI [-0.64, 0.07]) and dropout rate in five RCTs (198 participants; relative risk, 0.66; 95% CI [0.20, 2.17]). Education via online video was significantly superior to handouts in ameliorating eczema severity in one RCT (80 participants). We conclude that, rather than a combination of these interventions with conventional therapy being of no value, the data did not have sufficient power to provide evidence-based conclusions.

Given the high prevalence and adverse outcomes associated with generalized anxiety disorder (GAD), development and expansion of effective treatment modalities are important. The present study compared the effectiveness of cognitive behavior therapy targeting intolerance of uncertainty (CBT-IU) and selective serotonin reuptake inhibitors (SSRIs) for treating GAD. A total of 30 Iranian patients with GAD (Mage = 25.16 ± 6.73) were randomised to receive either CBT-IU (n = 15) or SSRI (n = 15). Measures included the Structured Clinical Interview for DSM-5 (SCID-5), Penn State Worry Questionnaire (PSWQ), Why Worry-II (WW-II), Intolerance of Uncertainty Scale (IUS), and Negative Problem Orientation Questionnaire (NPOQ). Repeated measures analysis of variance tested differential treatment outcomes. The results of intention-to-treat (ITT) analysis indicated that although both CBT-IU and SSRI were effective treatments for GAD, CBT-IU produced significantly better results than SSRI at post-treatment. This clinical trial provides preliminary cross-cultural support for the treatment of GAD using CBT-IU, with findings suggesting that this non-medication intervention reduces GAD symptoms.

Fear of negative evaluation (FNE) is a recognised diagnostic feature of Social Anxiety Disorder (SAD). Recently, the role of fear of positive evaluation (FPE) as a factor contributing to SAD has been a focus of research: there is evidence that FPE is associated with measures of social anxiety independent of measures of FNE and that measures of FPE may be sensitive to interventions for SAD. The present study examined the relationships between FPE, FNE and measures of social anxiety and depression in a sample assessed as suitable for group cognitive behaviour therapy (CBT) for social anxiety (n = 35), and the responsiveness of measures of FPE and FNE to standard group CBT for social anxiety in a subset of this group (n = 20). Measures of FNE and FPE were positively associated with each other and with measures of social interaction anxiety, general social anxiety concerns, and depression. However, the relationship between the FPE measure and measures of general social anxiety concerns and depression was not significant when FNE was statistically controlled. This is consistent with the view that FPE is specifically related to social interaction anxiety. In this sample, a measure of FPE was reduced in a sample receiving standard group CBT for social anxiety compared to a waitlisted group. The implications of these findings for the conceptualisation of SAD and for the delivery of interventions for those with SAD are considered.

The area of psychosexual dysfunction in the elderly has been relatively ignored and very little research has been conducted into the aetiology, assessment, and treatment of such disorders. Many negative attitudes have been held traditionally relating to the sexual behaviour of older people, and this may account for the reluctance of many elderly clients to seek help, and for the lack of attention paid by helping professionals. The number of referrals for sex therapy from older persons is now beginning to increase, and evidence confirms that the majority of healthy older persons remain sexually active and sexually capable throughout their later years. Although there is a marked lack of empirical research, case studies suggest that cognitive-behavioural approaches offer promise in the treatment of psychosexual dysfunction in the elderly. Factors are discussed that relate specifically to older clients in the application of a cognitive-behavioural approach to assessment and therapy.

Previous research has shown that long-term mindfulness training has beneficial effects on cognitive functioning and emotional regulation, but results are mixed regarding single mindfulness exercises, especially on attention and memory tasks. Thus, the present study aimed to analyse the effects of the Focused Breathing Exercise (FB) on cognitive performance, using standardised tests. Forty-six healthy undergraduate students were randomly assigned either to a FB or a Control condition. Two cognitive tasks (the Concentrated Attention task of the Toulouse-Pierron Factorial Battery and the Logical Memory Subtest I from the Wechsler Memory Scale III), along with mood evaluations (the Positive and Negative Affect Scale), were implemented both before and after the interventions. Results showed no significant differences for the attention task and mood evaluations. Nonetheless, the FB enhanced performance for the memory task significantly more than the Control exercise. The findings highlight that mindfulness does not affect equally all types of cognitive performances. Task characteristics may be important and their analysis can help to disentangle how mindfulness interferes with cognitive processes.

The objective of this review is to summarise the evidence for mindfulness and acceptance approaches in the treatment of adolescent depression. The article begins by summarising the outcomes of three broad approaches to the treatment of adolescent depression — primary prevention, pharmacotherapy, and psychotherapy — in order to advocate for advances in treatment. With regard to psychotherapy, we restrict this to comparisons of meta-analytic studies, in order to cover the breadth of the outcome literature. In the second half of this article, we introduce the reader to mindfulness and acceptance-based psychotherapy, with a particular focus on Acceptance and Commitment Therapy (ACT) and the applicability with adolescents. We provide an overview of the philosophical arguments that underlie this approach to psychotherapy and consider how each of these might contribute to treatment approaches for adolescents with depression.

Self-related constructs feature prominently in cognitive models of both social anxiety and depression. However, few studies have simultaneously investigated the unique relationship between self-related constructs and social anxiety and depression, while also controlling for the association between the two variables. In the present study, 522 undergraduate students completed measures of maladaptive self-beliefs, self-esteem, self-criticism, self-focused attention, self-concept clarity, social comparison, and social anxiety and depression. Bivariate correlations demonstrated that self-related constructs not only significantly correlated with social anxiety but also with depression and other self-variables. When entered simultaneously, multiple regression analyses indicated that maladaptive self-beliefs were uniquely and positively associated with social anxiety and depression, while self-esteem and self-concept clarity were uniquely and negatively associated with social anxiety and depression. A unique positive association between private self-consciousness and depression was also found. Maladaptive self-beliefs and self-esteem were the constructs most strongly associated with social anxiety and depression respectively. These findings underscore the importance of a negative self-concept even in subclinical presentations and suggest that several key self-related constructs may represent transdiagnostic vulnerability factors linking social anxiety and depression. Future research should continue to uncover unique relationships between self-related variables and social anxiety and depression in both clinical and non-clinical samples.

There is growing recognition of the need for adequate procedures for evaluation of the effects of psychotropic drugs on the behaviour of individuals. Traditional methodology for drug evaluation is group based and therefore inappropriate for use with only one or a few subjects. Alternative procedures are described that are suitable for use with even a single subject, based on single-case research designs developed by researchers in applied behaviour analysis. Guidelines are given for choosing designs and methods of measurement that control for the common threats to internal and external validity and will enable clear and unambiguous conclusions to be reached regarding drug effects.

Treatment of conduct problems in the home setting has received much attention in the literature, and there are well established, empirically derived treatment programs that have been demonstrated to be effective. However, treatment for conduct problems in the classroom has not received a comparable amount of attention, and the intervention programs are diverse, occasionally lacking empirical support, and often not consistent with strategies used in the home setting. As past research has demonstrated that conduct problems in multiple settings is related to poorer prognosis, it is logical to suggest that interventions should focus on as many of the settings as possible in which a child displays the behaviour problems. This paper reviews the literature on the effects of conduct problems in the classroom, on teacher managerial skills, and on interventions across the home and school settings. It is concluded that classroom management of conduct problems could be improved by providing a hierarchical system of intervention strategies.

Motivational interviewing has been employed extensively and successfully among people with alcohol and other drug problems in order to enhance involvement in treatment and to reduce substance use. Despite clear commonalities in motivating people with mental health problems to recognise their problem and adhere to treatment, motivational interviewing has not been widely adopted by mental health professionals, largely due to the separation of mental health versus substance use services. The existing evidence for the effectiveness of motivational interviewing in improving engagement in treatment for mental health problems is reviewed. It is recommended that, based on the evidence available, motivational interviewing should be applied to people with mental health problems as well as those with substance-related problems to enhance treatment engagement, retention and response. Guidelines for its application are suggested.

Electronic caps (most often Microelectronic Monitoring Systems; MEMS) that record date and time of bottle opening have been widely used to describe medication adherence. This paper expands upon descriptions of adherence-focused therapy built around review of MEMS data with the patient, adding the application of Motivational Enhancement Therapy (MET) principles. MEMS Feedback Therapy involves (a) motivational interviewing to complement the skill-building aspects of MEMS review; (b) detailed MEMS review with discussion of patterns of missed doses, and thoughts, feelings and habits accompanying missed doses; and (c) medication-taking routines to suggest after MET and MEMS review have prepared the patient to follow advice.

The presence of psychotic-like experiences in the general population has been amply reported. Nevertheless, the degree of concern or anxiety that such experiences may generate is an aspect that has not received as much appraisal. In this sense, mindfulness is an approach to intervention based on the modification of the individual's relationship with the symptoms, instead of their elimination. The goal of the present study is to compare the effect of mindfulness training on distressing hallucination-like experiences. Eighteen participants were assigned to the experimental group, and they received 8 sessions of mindfulness training; 20 participants were assigned to a control group that viewed 8 sessions of a video forum. The results showed that upon completing the mindfulness training, there was a significant and large effect on the decrease of anxiety caused by hallucination-like experiences. These results were maintained at the 16-week follow-up. The repercussions of these results are underlined.

Thirty participants diagnosed with specific phobia (spiders) were randomly allocated to receive a treatment dose of either three or six 45-minute sessions of a computer-aided vicarious exposure (CAVE) for spider phobia. Phobic symptom severity was measured at pretreatment, posttreatment and at one-month follow-up on a range of subjective and behavioural measures. Results showed that participants in both groups improved significantly across the majority of outcome measures from pre- to posttreatment and pretreatment to follow-up assessment. There were no significant differences between the three- and six-session groups. Process measures indicated that the six-session treatment group performed approximately twice as much vicarious exposure, however, competence on the program was reached by the end of three sessions. These results suggest that rehearsal of CAVE, beyond the level at which skill learning is consolidated, is not of therapeutic value. Further research is required to ascertain whether other forms of dosage effect may operate in computer-delivered behaviour therapy. For example, delivery of a wider range, rather than amount, of CAVE scenarios, or the delivery of a hierarchy of exposure stimuli on the screen, without a vicarious component, may show a dose-response relationship.

Cognitive behaviour therapists have argued that certain types of maladaptive thoughts cause affective distress and psychological problems faced by the individuals. The paper reports on a scale which assesses the degree to which peoples' thoughts and real-life experiences cause negative affect and positive affect (the THARL Scale). The Scale has been found to be a reliable and valid instrument.

The current study examined whether a traditional exposure-based treatment for blood-injection-injury (BII) phobia would be effective at reducing disgust responses to BII stimuli and whether the addition of modules targeting disgust would provide incremental efficacy. Participants, many of whom reported subclinical BII phobia symptoms, underwent one of two single-session exposure protocols, one targeting fear alone, and the other targeting both fear and disgust. Both treatments consisted of education components (fear-only or fear-disgust) and in vivo exposure (fear-only or fear-disgust). Both the fear-only and the fear-disgust treatment groups significantly decreased fear and avoidance behaviour toward BII stimuli over time. The two groups also experienced similar reductions in disgust responses to BII-related stimuli and global as well as domain-specific disgust sensitivity. The effect sizes indicated that the fear-disgust group evidenced greater reduction in symptoms than did the fear-only group. The implications of the results for models of phobia maintenance and treatment are discussed.

This article provides a selected review of several contemporary communication intervention programs for people with developmental disabilities and severe communication impairment. Consideration of the extent and negative effects of severe communication impairment indicates the need for systematic intervention focused on teaching functional communication skills. Behaviour analysis procedures have demonstrated effectiveness for teaching functional communication skills. The major features of several behaviourally oriented communication intervention programs are reviewed. It is concluded that these programs have a sound empirical basis and demonstrated effectiveness for teaching functional communication skills to learners with developmental disabilities and severe communication impairment.