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.

Research on mindfulness-based cognitive therapy (MBCT; Segal, Williams, & Teasdale, 2002a) has supported the effectiveness of this approach for use with preventing relapse in recurrent depression. This study evaluated the use of MBCT in a heterogeneous sample of 26 psychiatric outpatients with mood and/or anxiety disorders. Results from both completer and intent to treat analyses showed that MBCT was associated with statistically significant improvements in depression, anxiety, stress, and insomnia symptoms. Rates of clinically significant improvement were comparable with effectiveness studies of cognitive behaviour therapy and mindfulness-based stress reduction in heterogeneous samples. It is concluded that MBCT may be of value for a range of psychological presentations, administered in heterogeneous groups. Future, controlled, research is required to further evaluate this conclusion and to investigate mechanisms of change.

This pilot study evaluated the addition of 1 to 6 sessions of cognitive–behavioural therapy (CBT) for patients of a mental health acute assessment and treatment team. A pre-post design for 12 months of consecutive referrals used the Health of the Nation Outcome Scale (HONOS), Depression, Anxiety, Stress Scales (DASS), and patient satisfaction. Forty-two patients who attended CBT were compared with 19 patients who were referred but did not attend therapy due to refusal, referral to another service, or loss to follow-up. With a mean of 3.2 sessions, HONOS scores improved by a mean of 1.02 SD in patients who attended CBT and 0.72 SD in nonattenders. DASS results showed a mean reduction of 0.55 SD in symptoms of depression, anxiety and stress in those who attended. Patients' overall satisfaction averaged 4.7/5. Results showed brief CBT was feasible in this setting, with high patient satisfaction and some evidence of improved patient outcomes compared with usual care.

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.

Paradoxically, the rise of the evidence-based practice (EBP) movement with its growing reliance on the execution of randomised controlled trials (RCTs) has been associated with a fall in the conduct of single-case research. Sharpley, among others, is concerned with this trend because it ignores the complementarity of single-case and group experimentation. We argue that the view that EBP should be founded predominantly on group data is untenable on both scientific and practical grounds.