CBT guided self-help (CBTgsh) can produce treatment outcomes comparable to therapist-administered CBT (CBTta) for the treatment of anxiety and depression. The efficacy of CBTgsh compared to gold standard CBTta, however, remains to be examined. The current article addresses this issue, as well as how CBTgsh may have unique benefits over CBTta. It further highlights ways in which CBTgsh may be used for disorders of increasing severity, using eating disorders and personality pathology for illustrative purposes. A literature review of PsycINFO, PsyARTICLES, and PubMED was conducted to identify relevant studies published since 1990. Studies directly comparing CBTgsh to gold standard CBTta for anxiety and depression, as well as bulimia nervosa, revealed no significant differences between the two interventions. Furthermore, CBTgsh may have unique benefits by encouraging continued improvement over time. Innovative eating disorder studies also show that CBTgsh can be used for more severe disorders as a supplementary treatment, and produces treatment outcomes superior to CBTta or treatment as usual alone. Based on these findings, CBTgsh applications to personality pathology are suggested. Traditional stepped care models, as they pertain to CBTgsh, may gain to be broadened both in their focus and methods of delivery.

The current study examined the role of anxiety, negative affect, and trait experiential avoidance in choices between immediate and delayed aversive outcomes. Undergraduate students (N = 34) completed self-report measures and a laboratory-based delay-discounting task in which they made choices between electric shocks delivered immediately versus shocks delivered after various time delays. The hypotheses that higher levels of anxiety, greater negative affectivity, and greater tendency to engage in experiential avoidance would predict choices of an objectively worse delayed aversive stimulus over an immediate (but less severe) aversive stimulus were supported. These findings may have implications for interventions that target behavioural and experiential avoidance in anxiety.

Background: Grandparents have a significant role in providing regular child care to their grandchildren. As such, they are in a unique position to help with the prevention of child disruptive disorders. However, the child-care role grandparents provide can also negatively impact the grandparent-parent relationship. Aims: This case study examined the impact of a parenting program designed specifically for grandparents on a grandparent providing regular child care to her granddaughter. Method: A case study is presented of a 56-year-old grandmother providing between 31–40 hours of care per week to her granddaughter, who is at risk of developing an early onset child disruptive disorder. The grandparent was measured on outcomes of child behaviour; parenting style; parenting confidence; psychological wellbeing in terms of stress, depression, and anxiety; and relationship satisfaction with the parent. The parent was also measured on child behaviour outcomes and relationship satisfaction with the grandparent. Measures were given at baseline, post-intervention, and at 6-month follow-up. Results: The grandparent reported significant reductions in stress, anxiety and depression; improved relationship satisfaction with the parent; and decreased reliance on dysfunctional parenting practices. The parent also reported decreased child behaviour problems and increased relationship satisfaction with the grandparent. No findings were found for parenting confidence. Conclusion: This case study provides encouraging findings for a new parenting program designed specifically for grandparents, and it is recommended that future research evaluate its efficacy in a randomised controlled trial.

Background: This study examined reasons parents endorsed/provided for not completing homework tasks during their participation in a group-based behavioural parent training (BPT) intervention. Method: Eighty single mothers anonymously completed a questionnaire at the end of each of eight BPT sessions to ascertain reasons for not completing assigned homework. Results: Data suggests that there are varied reasons for poor HW completion that are related to various aspects of the homework process, but most notably the implementation phase of homework. Conclusions: Therapists should utilise various strategies to support homework completion, with special attention focused on methods for ‘in-vivo’ support for parents.

Objectives: Interpersonal difficulties have been implicated in both anxiety and depression. However, much less is known about whether interpersonal difficulties may account for, in part, the high level of comorbidity between mood and anxiety symptoms. This study examined whether various interpersonal difficulties, assessed with the Inventory of Interpersonal Problems, Short Circumplex (IIP-SC), were underlying mechanisms in the relationship between anxiety and depression symptoms in a high-risk sample of late adolescents with clinical levels of anxiety. Methods: 144 late adolescents with clinical levels of anxiety (mean age = 18.63 years; SD = 0.92) reported on their trait anxiety, worry, anxiety and depressive symptoms, and interpersonal problems. Results: Consistent with hypotheses, the IIP-SC overly nurturant subscale partially accounted for the relationship between anxiety and depression. The IIP-SC non-assertive and social avoidant subscales did not significantly account for the anxiety-depression relationship. Conclusions: Findings suggest that interpersonal behaviours characterised by excessive attempts to please and accommodate others may ultimately contribute to our understanding of the anxiety-depression association. We discuss the implications of our findings and how they may be applied to evidence-based assessment and treatment of anxiety problems.