Anxiety and depression tend to run in families. This paper reviews some of the family processes that are implicated in the development, maintenance, and treatment of these problems in children and adolescents. Empirical studies and our theoretical review show that social learning processes within the context of intimate relationships are important in the development of anxiety and depression. Family processes have been shown to be important in the treatment of anxiety disorders but parallel evidence is lacking with regard to depression in adolescents. Two models are shown to have demonstrated explanatory power and empirical support: social learning theory and attachment theory. Examples are given of how these models can be contrasted and integrated at both clinical and theoretical levels.

Anxiety and fear are among the most common and distressing problems reported by children and adolescents. However, these problems have received little attention from behavioural family theorists and therapists. In this paper, we argue that more attention needs to be paid to evaluating the role of family interaction processes in the development and treatment of child anxiety disorders. A program of research is described including a treatment outcome study in which family processes and behavioural family intervention are evaluated with 7- to 14-year-old children with overanxious, separation anxiety, and avoidant disorders. The family treatment focuses on how parents interact with their child during displays of anxiety, their management of emotional upsets, and family communication and problem-solving skills. Preliminary results of the family treatment are presented.

In the present study, parent–child interactions with anxious children were compared to parent–child interactions with the anxious children's nonsymptomatic siblings and parent–child interactions with nonclinic children. Participants included 33 anxious children, their parents and siblings, and 14 nonclinic children and their parents. Parent–child interactions were observed during two discussion tasks related to anxiety-provoking or challenging situations. Parent–child interactions were coded for the following variables: control, warmth, reward of coping behaviour and task involvement. Consistent with previous research, parents in the anxious group showed more control, less paternal warmth and less maternal reward of coping behaviour toward their anxious child compared to parents of nonclinic children. Parent–child interactions with the anxious child were similar to parent–child interactions with the nonsymptomatic sibling, with the exception of fathers who exhibited more control toward their anxious child. Parent–sibling interactions, however, also resembled the nonclinic parent–child interactions, with mothers of anxious children showing more control toward their nonsymptomatic child than mothers of nonclinic children. These findings suggest that the relationships of each parent and their anxious child may be influenced by how the parent and child interact with each other. Suggestions for future research are discussed.

This report explores the role of parental depression in the adjustment of children and discusses its implications for behavioural family intervention. Within a social interactional perspective, depression is conceptualised as a class of behaviours that is under the control of the social environment and at the same time operates as a context for other social agents. The presence of this class of behaviours in parents is postulated to precipitate developmentally determined psychological problems, that is based on a child's age and sex, such that younger boys and adolescent girls would be most at risk. The results of two longitudinal studies are presented showing a significant relation between fluctuations in mothers' depressive symptoms and similar symptoms in their adolescent daughters. Weaker effects are seen between fathers' and sons' depressive levels. The implications for behavioural family therapy are discussed in relation to depression in adolescent girls.

The Picture Exchange Communication System (PECS) is a widely used intervention strategy designed to teach communication skills to children with developmental delays, including autism. The Picture Exchange Communication System incorporates the teaching of mand initiations that are thought to be pivotal response behaviours, and have been demonstrated to lead to generalised improvements in other nontargeted behaviours. The aim of the present study was to assess the acquisition of PECS with a 3-year-old boy with autism using the established PECS training program, and to evaluate concomitant changes in spoken language, social–communicative behaviours, and functional play. Results indicated that the participant rapidly acquired the criterion behaviours for Phases 1 to 3 of the PECS program. Although PECS exchanges were rarely observed in the generalisation settings, clear increases were evident in verbal mands and other initiations in both home and kindergarten generalisation settings. Increases in spoken vocabulary and in the length of comprehensible spoken utterances in free-play were observed as were gains in time spent in developmentally appropriate play. Implications of these results and directions for future research are discussed.

Previous research examining the clinical phenomenology of obsessive–compulsive disorder (OCD) has provided some evidence that OCD might be associated with different clinical correlates at different stages of development. In particular, there appears to be a bimodal distribution in terms of the age of onset of the disorder, a male predominance during childhood and adolescence compared to adulthood, stronger familial aggregation of OCD in early onset cases, and differences in the types of symptoms and the patterns of comorbidity across age groups. This study assessed the continuity in clinical presentation of OCD across three distinct age groups: children, adolescents and adults. It was hypothesised that the sample of children would be predominantly male, and would have a higher familial aggregation of OCD and/or anxiety/depression in first-degree relatives. It was further hypothesised that there would be significant age-related differences in terms of specific symptoms, patterns of comorbidity, OCD severity, functional impairment, and level of insight and distress. The results of this study support the developmental heterogeneity hypothesis, with significant differences occurring across age groups on a number of clinical features of OCD including age at onset, symptoms experienced, comorbidity, severity, insight and impairment. Implications of the findings and future directions for research in this area are discussed.

Deliberate self-harm (DSH), commonly defined as the intentional, direct and non-suicidal destruction of one's body, appears to be common across both clinical and non-clinical populations. A recently developed measure of functions of DSH, the Inventory of Statements About Self-Injury (ISAS), was examined to test its two-factor model within a sample of members of online social networks. The approach adopted was to fit data from the scale to the Rasch measurement model, which is increasingly used to develop and/or assess scales. Two hundred and one (n = 201) participants aged over 18 years of age, who had engaged in DSH in the last 12 months, were recruited from online social networks’ DSH peer support groups to complete an online survey. An exploratory factor analysis supported interpersonal and intrapersonal factors based on 13 function domains. Furthermore, both factors demonstrated satisfactory fit to the Rasch model. Some local dependency was detected, and when addressed, it impacted on the alpha coefficient level for intrapersonal factor. This study is the first independent psychometric investigation of ISAS, further supporting the scale authors’ psychometric evaluations. Additional validation across different DSH samples is recommended.

This paper introduces a novel approach to internet treatment for social anxiety. The goal of this treatment was to address key limitations of current standalone treatments (Helgadottir, Menzies, Onslow, Packman, & O'Brian, 2009). The ‘computer psychologist’ designed for this study used fully automated, prewritten individualised sample answers in order to simulate a human–human interaction through a human–computer interface. Two males who sought treatment for stuttering and met the diagnosis for social phobia according to the DSM-IV and ICD-10 criteria were selected for this study. After receiving the treatment, both users no longer met criteria for social phobia. Also, significant improvements were observed on other psychometric tests, including measures of unhelpful cognitions, behavioural avoidance, quality of life, and low mood. The quality of the interaction appeared to be similar to face-to-face therapy, indicating that the ‘computer psychologist’ established an effective therapeutic relationship, and the automated techniques used were sufficiently engaging to prompt users to log on regularly and complete the treatment program.

The move to online learning during COVID-19 deprived first-year students of friendships and other sources of social support that could buffer against stress during their transition to university. These effects may have been worse for international students than domestic students as many were subjected to travel restrictions or quarantine in addition to the usual stressors. This study examined the impact of COVID-19 on social connectedness and mental health of first-year students enrolled in a metropolitan university in Australia. The study involved 1239 students (30.4% international) and used a 3 (cohorts: 2019, 2020, 2021) × 2 (enrolment status: domestic and international) between-group design. Results showed that both loneliness and university belonging were significantly worse during the first year of COVID-19 compared to the year before or after. Contrary to expectation, domestic students were lonelier than international students across all cohorts. Multiple-group memberships did not change. As predicted, loneliness was moderately to highly correlated with the number of stressors, psychological distress, and (lower) well-being, whereas university belonging and multiple-group memberships were related to positive mental health outcomes. These findings highlight the need for initiatives that promote student connectedness and mental health as the university sector recovers from COVID-19.

This controlled treatment-outcome study compared the effects of behavioural parent training (BPT) and standard dietary education (SDE) on the mealtime interaction, feeding behaviour, nutritional status, and adjustment of children with feeding disorders. Participants were 20 children (aged between 18 months and five years) with persistent feeding difficulties, and their families. Children underwent initial screening (involving medical assessment, behavioural observation of mealtime interaction, nutritional intake analysis, and self-report measures of parent and child adjustment) and were randomly assigned to BPT or SDE. Results indicated that children in both treatment conditions showed improvement on the child behaviour measures (e.g. food refusal, disruptive behaviour during mealtimes) at home and in mealtime observations in the clinic. Children in both conditions also showed an increase in the variety of foods sampled by follow-up. Following treatment, mothers who received BPT showed more positive mother–child interaction during mealtimes, and both parents were more satisfied with treatment than parents in SDE. Mothers in both conditions showed slight elevations in mood at posttest and follow-up, and increased marital satisfaction at posttest (which decreased by follow-up). All other treatment effects were maintained at a three- to four-month follow-up assessment.

Clinical observation and retrospective and prospective studies of relapsing psychosis have demonstrated that early symptoms of decompensation are observable in one half to two thirds of patients over a period of 1 to 4 weeks. Whilst the sensitivity of prodromal symptoms is established, their specificity is less certain, particularly at the first episode. The appearance of an “at risk” mental state, if not leading to decompensation, may nevertheless be part of a “transitional” stage to psychosis that is affected by psychological factors concerning the attributions that are made about a change in mental life. The research on prodromal signs is reviewed, with three areas of focus: prodromes as continuous versus discrete phenomena, sensitivity and specificity, and early intervention studies. A psychological model of the transitional process is described with case examples, together with an exploration of its implications for early intervention, again illustrated by case material.

Perfectionism can maintain depression, anxiety and eating disorders, yet few studies have evaluated treatments for perfectionism. This study examined the effectiveness of individual cognitive behaviour therapy (CBT) in treating perfectionism in four adults with a diagnosis of either an anxiety disorder or depression. The study used an A-B single case experimental design series with follow-up, and a 3-week pre- and postbaseline phase. Treatment involved 8 sessions and a 2-week follow-up session. Visual inspection of data revealed downward trends in overall perfectionism and clinically significant decreases in perfectionism for two participants. No clinically significant reductions were observed in depressive or anxious symptomatology. CBT for perfectionism warrants further investigation.

The present study sought to explicate the time-course of posttraumatic stress (PTS)-related attentional bias to threat (ABT) by examining differences in attention bias variability (ABV; a measure which accounts for the temporal dynamics of ABT). A dot-probe task with four presentation durations was used to capture both subliminal and supraliminal stages of processing. Task stimuli consisted of neutral and threat images. Attentional control (AC) was examined as a moderator of the relationship between PTSD and ABV. At an experimental session, participants (PTSD = 11, trauma control = 18) completed questionnaires, a modified dot-probe task, and a stimulus-response task measuring AC. Individuals in the PTSD group exhibited greater ABV compared to trauma control participants. AC moderated this relationship, with participants with PTSD and poor AC exhibiting significantly greater ABV than trauma-exposed control participants with poor AC. These effects remained significant after accounting for traditionally calculated ABT scores and variability on trials for which only neutral stimuli were present, thus ensuring that the observed effects were specific to the presence of threat stimuli and not merely a function of general variability in response times. Findings implicate AC as a buffering mechanism against threat-related attentional dyscontrol among those with PTSD. Clinical implications will be discussed.

While flirting is a relatively underresearched area within psychology, even less is known about how people cyber-flirt. This paper explores how often individuals flirt offline compared to online. Moreover, it attempts to examine how men and women flirt within these different spaces. Five thousand, six hundred and ninety-seven individuals, of which 3554 (62%) were women and 2143 (38%) were men, completed a survey about their flirting behaviour both in face-to-face interactions and in chatrooms. The first hypothesis, which stated that the body would be used to flirt with as frequently online as offline, was partly supported. However, it was found that individuals downplayed the importance of physical attractiveness online. Women flirted by displaying nonverbal signals (offline) or substitutes for nonverbal cues (online), to a greater extent than men. In chatrooms men were more likely than women to initiate contact. It is concluded that cyber-flirting is more than simply a meeting of minds and that future research needs to consider the role of the body in online interactions.

The general aim of this study was to examine the predictive value of both teachers' causal attributions for behavior problems and perceived efficacy for class management for forms of intervention used in the classroom and cooperations preferred in order to get help for students' problem behaviour. Primary school teachers (N = 249) were asked to rate 12 factors as the possible cause of the behaviour problem described in a vignette, and evaluate 19 statements referring to the intervention strategies they would use, as well as the cooperations they would prefer in order to respond effectively to the problem in the vignette. They also completed an 8-item questionnaire measuring perceived efficacy for class management. The teachers' responses were found to be associated with their teaching experience. Both causal attributions for behaviour problems and perceived efficacy for class management predicted specific interventions. Results are discussed in terms of their implications for future research and teacher education.

Social anxiety disorder (SAD) is a psychological disorder characterised by an excessive and persistent fear of social or performance situations, which interferes with daily functioning. Cognitive models of SAD (Clark & Wells, 1995; Hofmann, 2007; Rapee & Heimberg, 1997) emphasise the importance of negative pre- and post-event rumination as a maintaining factor in the cycle of SAD. While the link between negative rumination and SAD is well supported by empirical research, little is understood about this cognitively important process; thus, research investigating the predictors of negative rumination in SAD is important to consider. Within the current literature, performance appraisal appears to be the most likely unique cognitive predictor of post-event rumination. There is limited research into cognitive predictors of pre-event rumination. Treatments targeting this maintaining factor are important to consider. Suggestions for future research examining the cognitive models of SAD by experimentally manipulating perceived social standards in order to examine the impact of high and low perceived social standard on appraisal processes (i.e., threat appraisal and performance appraisal), state social anxiety, and negative pre-event and post-event rumination, are proposed. Implications for theoretical models and efficacious treatments for SAD are discussed.

A comprehensive cognitive-behavioural treatment program for incarcerated child molesters is described. This program operates within Kia Marama, a medium-security unit for sex offenders in the New Zealand prison system. It lasts 32 weeks and includes a four-week assessment process both before and after the 24 weeks of intensive treatment. Treatment covers a variety of issues including distorted cognitions, sexual issues, victim empathy, social skills, problem solving, life skills, stress management, and relapse-prevention training. In addition, when offenders are released they are supervised by professionals trained in relapse-prevention procedures. As this program began in late 1989, it is too early to properly estimate its success, but similar programs in North America have produced promising outcome data, and what tentative evidence we have to date suggests that the program is valuable.

The dominant research tradition in psychology, including much of cognitive-behaviour therapy, requires that large numbers of subjects be allocated randomly to form treatment groups. Treatment effects typically are assessed by testing a null hypothesis about group mean differences. This paradigm seriously thwarts the development of a science of individual behaviour, inhibits the implementation of the scientist–practitioner model, stifles innovation, impairs accountability, and precludes the scientific investigation of the exceptional or novel case. Single-case research designs, first systematically expounded by Sidman (1960), make it possible to draw scientifically valid conclusions from the investigation and treatment of individuals. Criticisms of the between-groups research paradigm are summarised, the key elements of single-case designs are outlined, and their consistent adoption strongly recommended.

Reviews have demonstrated large effect sizes when using computerised cognitive behaviour therapy (CBT) protocols for treating anxiety, depression and health related concerns. However, the amount of therapist contact per user seems to be the most significant prognostic indicator. Thus, in some ways current online interventions can be viewed primarily as an extension of one-on-one therapy. The present article provides guidelines for targeting this limitation of online psychological interventions. The goal is to mimic the therapeutic relationship using a computer, without having any therapist involved. Consequently, thousands of users would be able to receive treatment simultaneously, reaching a wider audience, which was the initial goal of the online model. The development of a treatment program using file audit data is suggested as an alternative to having an individual therapist for each user. This is done by allowing the ‘computer psychologist’ to tailor individualised treatments for each user based on their psychological profile. The user is provided with individualised corrective feedback based on a set of prewritten responses to common faulty thoughts. A new paradigm is proposed for online treatment delivery.

Forty-three youth aged 7–17 years old who fulfilled DSM-IV criteria for assorted specific phobias, were randomised to a one-session exposure treatment, a psycho-education package or a waitlist control conditions. Participants were assessed using semi-structured interviews, self-report measures and an individualised behavioural avoidance test (BAT). Assessments were completed pre- and posttest. At the 1-year follow-up, self-report measures along with a generalised version of the individualised BAT were re-administered. Results exhibited that both active treatment conditions were superior to the waitlist control on the BAT, self-efficacy ratings; however, no significant differences were found on functioning levels and other self-report measures with the exception of the Fear Survey Schedule — Revised. Additionally, no significant differences were found between the two active conditions at posttest or the 1-year follow-up. Implications and future research strategies are discussed.