The previous research into training normotensives to control their blood pressure via biofeedback is reviewed. Beginning with the early ‘Harvard’ studies, methodological limitations are apparent in many of the ‘accepted’ reports. Issues of type and incidence of feedback, systolic vs. diastolic pressures, and number of training sessions necessary to achieve success are discussed, leading to a summary of the relevant research from the viewpoint of methodological considerations including: adequacy of adaptation and baseline periods, confounding of reward with feedback, use of post-tests and follow-ups, and generalisation of training to stressful situations. Several areas for future research are raised for discussion.

Two ‘individual’ variables (level of imagery, locus of control) were investigated for their effects upon subjects' ability to learn and generalise downward control of blood pressure via biofeedback procedures. Also investigated was the effect of visual numerical feedback versus no-feedback combined with instructions. Subjects were volunteers with normal blood pressure who were randomly assigned to feedback of systolic blood pressure, feedback of diastolic blood pressure or no-feedback under an interrupted time-series design which consisted of an adaptation period, baseline, training, rest, and post-test (generalisation of task without feedback). Results indicated that neither of the two ‘individual’ variables was associated with any significant reductions of blood pressure within either the training or generalisation periods. Feedback was negatively associated with training effects. Findings are discussed in terms of the ease of comprehension of numerical feedback of a fluctuating variable, with suggestions for future research using fine-grained and stable measures of cardiac performance.

The prevention of cardiovascular disease in at risk persons poses a major challenge to behavioural health educators. Previous research on the development of reliable methods for teaching such people to control their blood pressure, thereby avoiding the development of essential hypertension and associated health dangers, has been reviewed elsewhere (Mullins & Sharpley, 1988). Data from previous studies are inconclusive, principally due to major methodological limitations in that research, but also because of failure to focus upon generalisation and maintenance to the real world of the subject. Several issues for future research are discussed in the present paper, with some specific suggestions made regarding dependent and independent variables, experimental design, subject population and procedure.

This case report describes the successful treatment of a five year-old girl with phobic reactions to thunderstorms. Treatment consisted of six components: self-statements; positive reinforcement; peer modelling; exposure to a videotape of a weather report and exposure to an audiotape of storms; and, exposure to a school weather project. Ratings of the girl's behaviour were provided independently by the girl's mother and her teacher at pre- and post-treatment, and at a seven and twelve month follow-up. These ratings showed a decrease in fear behaviour at the end of treatment, and this decrease was maintained over the follow-up period.

Past research on interpersonal relationships and schizophrenia has typically focused on the relationships between clients and their families. However, many ex-patients live in other settings, such as boarding houses and hostels, where their main contact is with other residents. This paper represents a preliminary demonstration of a program to reduce levels of negative communication within two hostels, using a multiple baseline design. The intervention comprised a seven-session group program that was adapted from a psychoeducational family approach. Negative communication within hostels was measured in a brief interview with each resident. Results showed a marginally significant effect of the program on critical comments within the interviews.