The present paper presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years. Participants were allocated to either a school-based cognitive-behavioural intervention or to a monitoring group, and completed standardised measures of anxiety, depression and coping style. Young people identified as “at risk” of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Findings showed universal intervention as potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention was potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.

The current study examined the effects of the “anti-monster letter” as a simple tool for reducing night-time fears in young children. One hundred and forty-two children aged 4 to 6 years were randomly assigned to either an experimental condition in which children and parents were provided with an “anti-monster letter” or a control condition in which no intervention was carried out. Results indicated that the “anti-monster letter” yielded positive effects. That is, child report data showed that night-time fears substantially decreased in the intervention condition as compared with the control condition. In parents, such positive effects could not be substantiated by standardised assessments, although some parents indicated that they considered the intervention as helpful.

This analogue study investigated the social validity of classroom interventions designed to promote peer interactions in young children. The influences of child characteristics and diagnostic labels on social validity ratings were examined, as were the relationships among three components of social validity. Forty-two preschool teachers completed a 15-item social validity scale that yielded scores pertaining to intervention goals, procedures and effects. Participants rated three types of intervention, which varied according to individuals targeted and intensity of programming procedures, with reference to one of three case descriptions of children with social interaction problems. Half the participants were provided with the child's diagnostic label. Results indicated that social validity is affected by interactions between intervention methods and child characteristics. The inclusion of diagnostic labels in the case descriptions had no effect on social validity ratings. Strong positive relationships were found among the components of social validity. Implications for the use of empirically validated interventions in inclusive preschools are discussed.

This paper analyses the contribution of behaviourally-oriented psychologists to the field of rehabilitation. Following a brief description of the prominent contribution of behavioural psychology in the period 1950—1970, an analysis of the contents of four contemporary North American behaviour therapy and rehabilitation journals suggests that there is currently little behaviourally-oriented rehabilitation research being published, even though rehabilitation settings in North America have provided the most positions of employment for psychologists over the recent past. It is concluded that, locally, Australian behavioural psychologists could make a valuable contribution to the nation's public health effort by increasing their prominence as researchers and practitioners within the field of rehabilitation.

This study investigates whether hyperaccessibility occurs for supraliminally or subliminally presented sweets-related stimuli after prior suppression of thoughts about sweets. Thirty-three students (all female; 18—25 years old) participated in the experiment. In the first phase, half of the experimental group was instructed to suppress all sweets-related thoughts. The other participants were given control instructions. In the second phase, as part of a modified Stroop task, participants were asked to state the colour of a stimulus as quickly as possible. This stimulus could be presented either subliminally or supraliminally. In both conditions, neutral control words as well as sweets words were used. It was found that the participants in the suppression group, compared to those in the control group, showed attentional bias for the sweet-related suppressed thoughts, but that this effect was determined by the reaction times of subliminally presented sweets words. No differences were found for the control words. In addition, the study explored whether there was a relationship between thought suppression and dietary restraint attitudes. The link to dietary behaviour, however, remains unclear.